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Exeter teacher presents sabbatical work on bias‑awareness protocols for classroom assessments
Summary
A Main Street/Lincoln Street teacher presented sabbatical research recommending bias‑awareness protocols and assessment rubrics; staff said the tools (custom I‑Ready checks, rubrics) are being piloted across SAU 16 grade‑level teams.
At its regular meeting the Exeter School Board heard a 25‑minute sabbatical presentation from Miss Papino, who described an action research project on the impact of implementing bias‑awareness protocols when selecting, administering and scoring classroom assessments.
Miss Papino said the project drew on graduate coursework (including the MATLOCK program) and a mixed‑methods literature review, and that her team piloted changes to benchmark and I‑Ready items to increase depth of knowledge (DOK) and fairness in scoring. "The action research question was the impact of implementing bias awareness protocols when selecting, administering, and scoring classroom assessments," she said.
She described practical changes already in practice across elementary grade teams: customized comprehension checks in I‑Ready that generate pre/post measures, rubrics to standardize scoring, blind scoring assisted by AI reports in the benchmark tool, and attention to test length and item types so assessments measure targeted standards without over‑testing students. In classroom practice the work aims to make formative assessment a daily tool for quick adjustments, rather than overreliance on lengthy summative tests.
Why it matters: the presentation links district assessment practices to instructional equity and teacher collaboration. Miss Papino said grade‑level collaborative teams are using the new tools to identify where students need reteaching or enrichment and to create consistent scoring rubrics across classrooms. Staff confirmed the training and tools have been shared with curriculum coordinators and some multi‑school teams under SAU 16.
What’s next: Miss Papino and building leaders will continue training staff on bias‑awareness protocols, expand pilot use of customized comprehension checks, and report back on early outcomes at future board or committee meetings.
