Assessment of Students
Because of the nature of my problem I relied on quantitative data from diagnostic, formative and summative tests for each round of research. The tests were scored on the basis of accuracy and had similar questions and the same total points from test to test. Below is a sample of my three tests from the long division unit.
In addition to the tests to assess students, I developed a rubric that can be used within any content area to guide students in building their verbalization recordings as well as facilitate feedback. My goal with this general rubric is to give a tool for students to use when preparing and creating their recordings so they can keep track of the use of their vocabulary terms as well as the quality of their voice so peers may be able to listen and give feedback.
Assessment of Intervention
Upon reviewing my data I discovered that on average, 48% of students improved their accuracy of solving math problems after recording verbalization compared with 11% who did not improve accuracy. Additionally, after my intervention, on average students increased their accuracy by 2 points on a 10 point test. This translates to a 20% increase in accuracy overall.