My task was to grade IRR samples. The College Board and I had similar opinions about the IRRs. IRRs 2 and 3 received similar scores, although my grading was higher. The College Board gave IRR 2 a (4,4,4,4,1,2), while I gave the essay a (4,6,4,4,2,3). I believed that the essay, although had a broad perspective, had a clear argument. I had trouble grading the citation page and the conventions of the essay. IRR 3 received a (2,2,2,2,1,2) from the College Board, while I gave it a (2,2,2,2,1,3). I thought that the conventions of the essay were adequate, but the College Board believed that the "prose of the report is sometimes simplistic and repetitive." The most difference was the IRR 1. College Board gave full points to IRR 1, but personally, I did not like the essay. I thought that the essay was ambivalent and confusing. With this activity, I learned that my grading may be incorrect. I did not go in depth as I should have and that affected my grading. I learned that I needed to include specific quotes that explain the IRRs.
Melissa: We graded the IRR sample of the individual research report. We grade them with the AP Seminar IRR Rubric with scoring notes Task 1. There were 3 essays sample A, B, and C. The grading I gave the samples differ a lot from the grades the college board gave them. The first sample I underrated it, and the last two I overrated them comparing to the SAMPLE commentaries. In the IRR sample A: the college board gave it a perfect score, 6 and 3 in all categories. I gave it a perfect score except in the understand and analyze argument, I give it a 4 because I did not get a part of the argument but that was my mistake and lack of comprehension. In sample B, the college board did not give the total points in any category, on the other hand, I gave it total score except in 1 category which I score 2 out of 6. Lastly, in IRR sample C, I score the essay with a medium score while the college board gave it the least possible in almost all categories. By doing this activity I was able to understand in a deeper way the style of how the college board will grade my future papers. Comments from the college board were much more developed and included examples, while I summarized my points of view.
Alejandro Morales: After I compared my grading with the College Board grading I was completely impressed by the difference between the points. My grading of the IRR Samples A,B and C were higher grades than the grading of the College Board. For example, my grading on the IRR Sample C was (6,6,6,6,,2,3) and the CB grades were (2,2,2,2,1,2). I think that the reason for this is because the College board has more experience and a perfect grading style. I am beginning to do grading and I do not see things that the CB see. I think that I still struggle to perfectly understand the grading rubric, but I am looking forward to understand it to complete a good and accurate grading on my reports. This will take some practices but after I can do it as the CB does it will help my academic life a lot.
I got to read three sample essays with different quality levels. Sample A talked about the Rhino horn Trade, Sample B talked about The Environmental Impacts of War, and Sample C talked about Cyberbullying. After analyzing the college board grade in the sample essays I could identify how I graded more harsh than how they graded. I think the college board has more experience while grading and I don’t know how hard they grade. I did classify the essays from higher to lower quality as the college board did. In almost all the papers I graded higher than how the college board did. In the Rhino horn trade sample report I classify the first essay exactly the same as the college board except from in the Understand and Analyze argument row, I graded a 4 instead of a 6 which the college board classified. The sample A essay did an excellent job understanding the topic and its argument. The Sample B essay was graded a (4,4,4,4,1,2) I graded a six in the Analyze and understand content row which I thought the author had a clear investigation of the problem researched. Lastly, the Cyberbullying Sample C essay was the lower quality essay. The college board graded a (2,2,2,2,1,2). Here I gave a 4 on the understand and analyze context and argument. I thought that the author did researched well about the topic but he didn’t apply the information correctly. The specific focus of their topic is unclear which makes it confusing and of lower quality. To conclude, after making comparisons on how the college board checked the samples, I now know that I need to focus more on details and verifying every part of the essay so I can grade effectively.
Three different essays were graded with the same rubric. All essays were graded with the same rubric, but with different final grades. What I could observe, was that the grades I gave the essays were higher than the ones from AP Capstone. I do not have the same grading criteria as AP Capstone. What I realized, is that what could be okay or good for me is not good enough for the AP Capstone Program. I need to put much more effort if I really want to pass this class. For example; on the cyberbullying essay, my grading criteria were mostly fours, when they were actually twos. In order to get a perfect grade, essays must have evaluated all the possible perspectives, the context must have been well organized, argument must have been well elaborated, all evidence must be true and relevant, and all sources cited and relevant. If all this expectations are met, then the essay would receive a perfect score.
After reading and grading the IRR's on class, I proceeded to grade them by using the default rubric given by the teacher. When I read the college board grading criteria I realized how my lack of experience affected my judgement. I also noticed that the college board grading is more rigorous than my way of grading. They really focused on details that we as students don't see quite well. I also noticed that the college board gave lower grades that what I annotated on my notebook, demonstrating how strict they can be. I think this type of exercises could be very beneficial for us students, to learn how to be more rigorous and interpret in a better way the rubric's criteria. This activity made me become more analytical while grading reports making me develop some critical thinking skills that might help me differentiate between a poor report and a well elaborated one.
Julian Gonzalez: I gave the first essay exactly the same grades as the College Board. It received a perfect grade (6,6,6,6,3,3). The research report was well structured, had a clear argument, valid sources, convincing evidence, and a correct format. I gave the second report a grade very similar to the College Board's. The scores I decided were (4,4,4,2,1,2), only one four varied. The third and last essay was very poor, receiving a (4,4,2,2,1,2). In this one, I was a bit more lenient than the College Board, giving only two scores higher. The grades I decided to give were really not much different from the College Board. I tried to grade as harsh as possible, and looked for every mistake, to simulate how professionals would grade one of these individual research reports. I learned that my grading may not be so off after all, but there is still much to learn and correct.
By comparing the college board results to mine, they were very different. The only one that was close to being accurate was my grading of the first IRR sample (Worldwide Legalization of Rhino World Trade). Still, I was too judgy when grading the first one, I tried to look for flaws that weren't there and unnecessarily lowered the grade. With the second IRR (Environmental Impacts of War), my scores were mostly off. But with the third IRR (Cyberbullying) my scores and the college board scores balanced out a bit. What I realized is that I was the most off in the “Understand and analyze argument” category. I now understand that it is looking for a reasoning, not just an explanation or summary, after each argument that is presented. I was surprised at how different my comments were to the comments of the college board person that was checking it. With this activity I learned how to improve my revising skills of looking closely at details.
Today at class we compared our grading with the grading of the college board. The College Board is a non-profit that was formed in 1899 to expand higher education. On the first essay, the College Board as well as I graded the highest score possible. It was a perfect essay. On the second essay, the grading was a little bit different, I graded the paper higher than it actually was. The college board classified the essay as medium. The last essay was graded really low. The College Board and I both graded this essay as a poor essay. On this activity I realize that the College Board is a really good program that help every person do his best. It is really hard to grade like them.
Emilio, this reflection, is for you to actually reflect, not to fill out rows with words. The first two rows, have nothing to do with your reflection process. Please stop doing so and keep up with the class expectations. I really believe you are capable of doing a great job!
Lidia Sarmiento: In today's assignment, we got to compare the grades from our own criteria to the ones that the College Board scored the given essays. I noticed plenty of differences in my scores and in the College Board scores. Even if we were using the same rubric and details in order to grade, there are some things that appear different. I was surprised to see a perfect score in the first IRR, because I had scored them a 4 in one of the categories. This was because I didn't think it was probable that the essay would get a perfect score. In the second and third IRRs, the situation was different. I was almost too nice. My overall scores were close, but I still let some things pass that I shouldn't have. What this activity taught me was to be careful when grading or peer reviewing work, and I shouldn't be afraid to give good criticism, even if it means giving low grades. I should also pay more attention to the details and the exact requirements that the rubric calls upon.
Alejandro Morales Reflection Re-make: After I compared my grading with the College Board grading I was completely impressed by the difference between the points. My grading of the IRR Samples B and C were higher grades than the grading of the College Board. For example, my grading on the IRR Sample C was (6,6,6,6,2,3) and the CB grades were (2,2,2,2,1,2). I think that the reason for this is because the College board has more experience and a perfect grading style. I do not identify certain points in the reading that might not be correct or that might be missing. I also admit that I struggle to grade the part 5 of “Applying Conventions”, I have always struggle to cite, and to recognize and identify if a report is well cited, so I didn’t gave that much importance to this part. What I believe I am good at, is at part 6 of “Applying Conventions”, I know to grade and identify grammar errors, and distinguish if the report is well structured for an audience to read it. In IRR sample B I also gave more points to the report than the CB. In IRR sample A I graded exactly as the CB did. I think this is because it is the report that I understood the most, and understanding context is essential for someone to continue the grading with knowledge. I am beginning to do grading and I do not see things that the CB see. I think that I still struggle to perfectly understand the grading rubric, but I am looking forward to understand it to complete a good and accurate grading on my reports. This will take some practices but after I can do it as the CB does it will help my academic life a lot.
My task was to grade IRR samples. The College Board and I had similar opinions about the IRRs. IRRs 2 and 3 received similar scores, although my grading was higher. The College Board gave IRR 2 a (4,4,4,4,1,2), while I gave the essay a (4,6,4,4,2,3). I believed that the essay, although had a broad perspective, had a clear argument. I had trouble grading the citation page and the conventions of the essay. IRR 3 received a (2,2,2,2,1,2) from the College Board, while I gave it a (2,2,2,2,1,3). I thought that the conventions of the essay were adequate, but the College Board believed that the "prose of the report is sometimes simplistic and repetitive." The most difference was the IRR 1. College Board gave full points to IRR 1, but personally, I did not like the essay. I thought that the essay was ambivalent and confusing. With this activity, I learned that my grading may be incorrect. I did not go in depth as I should have and that affected my grading. I learned that I needed to include specific quotes that explain the IRRs.
ReplyDeleteJuno Yoon
What are you trying to convey in your last line? I did not get it...
DeleteMelissa:
ReplyDeleteWe graded the IRR sample of the individual research report. We grade them with the AP Seminar IRR Rubric with scoring notes Task 1. There were 3 essays sample A, B, and C. The grading I gave the samples differ a lot from the grades the college board gave them. The first sample I underrated it, and the last two I overrated them comparing to the SAMPLE commentaries. In the IRR sample A: the college board gave it a perfect score, 6 and 3 in all categories. I gave it a perfect score except in the understand and analyze argument, I give it a 4 because I did not get a part of the argument but that was my mistake and lack of comprehension. In sample B, the college board did not give the total points in any category, on the other hand, I gave it total score except in 1 category which I score 2 out of 6. Lastly, in IRR sample C, I score the essay with a medium score while the college board gave it the least possible in almost all categories. By doing this activity I was able to understand in a deeper way the style of how the college board will grade my future papers. Comments from the college board were much more developed and included examples, while I summarized my points of view.
Alejandro Morales:
ReplyDeleteAfter I compared my grading with the College Board grading I was completely impressed by the difference between the points. My grading of the IRR Samples A,B and C were higher grades than the grading of the College Board. For example, my grading on the IRR Sample C was (6,6,6,6,,2,3) and the CB grades were (2,2,2,2,1,2). I think that the reason for this is because the College board has more experience and a perfect grading style. I am beginning to do grading and I do not see things that the CB see. I think that I still struggle to perfectly understand the grading rubric, but I am looking forward to understand it to complete a good and accurate grading on my reports. This will take some practices but after I can do it as the CB does it will help my academic life a lot.
your reflection is not as profound as I'd like....
DeleteI got to read three sample essays with different quality levels. Sample A talked about the Rhino horn Trade, Sample B talked about The Environmental Impacts of War, and Sample C talked about Cyberbullying. After analyzing the college board grade in the sample essays I could identify how I graded more harsh than how they graded. I think the college board has more experience while grading and I don’t know how hard they grade. I did classify the essays from higher to lower quality as the college board did. In almost all the papers I graded higher than how the college board did. In the Rhino horn trade sample report I classify the first essay exactly the same as the college board except from in the Understand and Analyze argument row, I graded a 4 instead of a 6 which the college board classified. The sample A essay did an excellent job understanding the topic and its argument. The Sample B essay was graded a (4,4,4,4,1,2) I graded a six in the Analyze and understand content row which I thought the author had a clear investigation of the problem researched. Lastly, the Cyberbullying Sample C essay was the lower quality essay. The college board graded a (2,2,2,2,1,2). Here I gave a 4 on the understand and analyze context and argument. I thought that the author did researched well about the topic but he didn’t apply the information correctly. The specific focus of their topic is unclear which makes it confusing and of lower quality. To conclude, after making comparisons on how the college board checked the samples, I now know that I need to focus more on details and verifying every part of the essay so I can grade effectively.
ReplyDeleteThree different essays were graded with the same rubric. All essays were graded with the same rubric, but with different final grades. What I could observe, was that the grades I gave the essays were higher than the ones from AP Capstone. I do not have the same grading criteria as AP Capstone. What I realized, is that what could be okay or good for me is not good enough for the AP Capstone Program. I need to put much more effort if I really want to pass this class. For example; on the cyberbullying essay, my grading criteria were mostly fours, when they were actually twos. In order to get a perfect grade, essays must have evaluated all the possible perspectives, the context must have been well organized, argument must have been well elaborated, all evidence must be true and relevant, and all sources cited and relevant. If all this expectations are met, then the essay would receive a perfect score.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteAfter reading and grading the IRR's on class, I proceeded to grade them by using the default rubric given by the teacher. When I read the college board grading criteria I realized how my lack of experience affected my judgement. I also noticed that the college board grading is more rigorous than my way of grading. They really focused on details that we as students don't see quite well. I also noticed that the college board gave lower grades that what I annotated on my notebook, demonstrating how strict they can be. I think this type of exercises could be very beneficial for us students, to learn how to be more rigorous and interpret in a better way the rubric's criteria. This activity made me become more analytical while grading reports making me develop some critical thinking skills that might help me differentiate between a poor report and a well elaborated one.
ReplyDeleteI'm glad this activity helped your learning process
DeleteJulian Gonzalez:
ReplyDeleteI gave the first essay exactly the same grades as the College Board. It received a perfect grade (6,6,6,6,3,3). The research report was well structured, had a clear argument, valid sources, convincing evidence, and a correct format. I gave the second report a grade very similar to the College Board's. The scores I decided were (4,4,4,2,1,2), only one four varied. The third and last essay was very poor, receiving a (4,4,2,2,1,2). In this one, I was a bit more lenient than the College Board, giving only two scores higher. The grades I decided to give were really not much different from the College Board. I tried to grade as harsh as possible, and looked for every mistake, to simulate how professionals would grade one of these individual research reports. I learned that my grading may not be so off after all, but there is still much to learn and correct.
Good!
DeleteValeria Morales:
ReplyDeleteBy comparing the college board results to mine, they were very different. The only one that was close to being accurate was my grading of the first IRR sample (Worldwide Legalization of Rhino World Trade). Still, I was too judgy when grading the first one, I tried to look for flaws that weren't there and unnecessarily lowered the grade. With the second IRR (Environmental Impacts of War), my scores were mostly off. But with the third IRR (Cyberbullying) my scores and the college board scores balanced out a bit. What I realized is that I was the most off in the “Understand and analyze argument” category. I now understand that it is looking for a reasoning, not just an explanation or summary, after each argument that is presented. I was surprised at how different my comments were to the comments of the college board person that was checking it. With this activity I learned how to improve my revising skills of looking closely at details.
I'm very happy to know that this activity helped your learning process
DeleteEmilio
ReplyDeleteToday at class we compared our grading with the grading of the college board. The College Board is a non-profit that was formed in 1899 to expand higher education. On the first essay, the College Board as well as I graded the highest score possible. It was a perfect essay. On the second essay, the grading was a little bit different, I graded the paper higher than it actually was. The college board classified the essay as medium. The last essay was graded really low. The College Board and I both graded this essay as a poor essay. On this activity I realize that the College Board is a really good program that help every person do his best. It is really hard to grade like them.
Emilio, this reflection, is for you to actually reflect, not to fill out rows with words. The first two rows, have nothing to do with your reflection process. Please stop doing so and keep up with the class expectations. I really believe you are capable of doing a great job!
DeleteThis comment has been removed by the author.
ReplyDeleteLidia Sarmiento: In today's assignment, we got to compare the grades from our own criteria to the ones that the College Board scored the given essays. I noticed plenty of differences in my scores and in the College Board scores. Even if we were using the same rubric and details in order to grade, there are some things that appear different. I was surprised to see a perfect score in the first IRR, because I had scored them a 4 in one of the categories. This was because I didn't think it was probable that the essay would get a perfect score. In the second and third IRRs, the situation was different. I was almost too nice. My overall scores were close, but I still let some things pass that I shouldn't have. What this activity taught me was to be careful when grading or peer reviewing work, and I shouldn't be afraid to give good criticism, even if it means giving low grades. I should also pay more attention to the details and the exact requirements that the rubric calls upon.
ReplyDeleteGood!
DeleteAlejandro Morales Reflection Re-make:
ReplyDeleteAfter I compared my grading with the College Board grading I was completely impressed by the difference between the points. My grading of the IRR Samples B and C were higher grades than the grading of the College Board. For example, my grading on the IRR Sample C was (6,6,6,6,2,3) and the CB grades were (2,2,2,2,1,2). I think that the reason for this is because the College board has more experience and a perfect grading style. I do not identify certain points in the reading that might not be correct or that might be missing. I also admit that I struggle to grade the part 5 of “Applying Conventions”, I have always struggle to cite, and to recognize and identify if a report is well cited, so I didn’t gave that much importance to this part. What I believe I am good at, is at part 6 of “Applying Conventions”, I know to grade and identify grammar errors, and distinguish if the report is well structured for an audience to read it. In IRR sample B I also gave more points to the report than the CB. In IRR sample A I graded exactly as the CB did. I think this is because it is the report that I understood the most, and understanding context is essential for someone to continue the grading with knowledge. I am beginning to do grading and I do not see things that the CB see. I think that I still struggle to perfectly understand the grading rubric, but I am looking forward to understand it to complete a good and accurate grading on my reports. This will take some practices but after I can do it as the CB does it will help my academic life a lot.