Analyzing the Persistence of Eighth Grade Grammar Students: Meeting a Mastery Goal with All Learners
Abstract: This analysis of longitudinal data on eighth grade grammar students focused on their correction patterns using the NoRedInk online resource delves into persistence and grit which impact all students, all subject areas, and the post-pandemic teaching landscape. Discrete unit assessments were analyzed in October, December, and April with mutually exclusive content topics. Quartiles were labeled as Low, LowtoMid, MidtoHigh, and High. Responses on each of 20 assessment questions were characterized as: A1 (correct on the first attempt); C1 (corrected on the first or second try); C3 (corrected with three or more tries); and QC (stopped correcting). Study data emphasizes for educators that initial assessment level is only one part of the picture. The image of persistence is presented when students are given the opportunity to correct their errors. The fact that every student in the study could earn an A level, if given the opportunity to make corrections, is a motivator in teacher education. Teachers may not have perfect children who answer correctly the first time, but everyone can help students recognize success in their assessments through mastery.