Rules of Divisibility

This is an interesting visual way of putting it all together. This could obviously be used for many different concepts, but this is one that students struggle with regularly. They see the rule highlighted on the 100 chart and then they can verify the rule instantly. It's worth a try anyway. This could be the final entry in a math journal before assessing their grasp of this concept.

Request to Retest

This is a step that I think is essential when we are allowing students to retest. In the past, many of my students have expected a restest and have come to the conclusion that there is no need to study. "I'll just do it another day."

I tell my students this privelege is not free. Their eyes get all wide the first time, thinking they will need money and then I tell them the cost is time and effort. They have to prove that they have done something differently to ensure they will show an improved understanding of the concepts assessed.

After all, Einstein himself said it when he defined insanity as doing the same thing again and again and expecting different results. Some of my students will learn the long way that their teacher is not insane... (at least not where it comes to assessing).

Research vs Research Projects

Just a few weeks ago, I attended a day with Mike Schmoker. His ideas caused quite a controversy in the room, after which he left to catch his plane back  home. The discussions that followed were most interesting. In summary (and please feel free to add to this if you were there) he stated that reading and writing were the goals and that all the projects we throw at our students are quite often a waste of time. He confirmed a few things that I have observed and quite admittedly become frustrated with in my own classroom. When students are working on a project I assign, a few have managed to  create a plan, have a list of questions to guide their research and have sources that will support or contradict their hypotheses. And let’s be honest, this description is very much an exception and not the rule. Most students will fool around, unless I am standing directly over them, and even then have no idea what to do despite a co-created list of criteria and expectations.

When I grade the project, I barely even glance at the product. The grade is based on my observations and most importantly on the process paper I require as the proof of their learning, which is often devoid of real learning and sources. So when Schmoker stated it (reading and writing) was what we should focus on, I was not appalled like most of the room. What I have noticed, however, is that the papers I have gotten this year (one grade younger than I am accustomed to) are beyond pathetic. This is not to criticize my students, but to bring into question the way I teach them how to research.

Because I have been blessed with the occasional fluke, I have begun to believe that most of my greatest “ideas” are a result of accidents. This week, because I have reached the end of my rope and I have moved into survival mode, I stumbled upon something and I think it may be the start of something for me. In my Social Studies class, I assigned a photo presentation. I asked the students to choose countries (aside from North America) and to identify things they do that are different from what they know from living in Canada. They collected a number of photos from the internet – no words allowed except for a title (with a flagrant lack of respect for copyright etc), but let’s focus on the important part here.

One of the groups presented a photo of citizens in Pakistan burning an American flag. This one photo inspired a heated discussion about why Pakistan hates the US. Many of the things the students said were obviously false and overheard from their parents and other sources – but this flood of thoughts and ideas was enough to get them asking great questions. We have a variety of nationalities in our school and I have students from various religious groups as well. Discussions on terrorism, religion sanctioned murder and other false stereotypes captured everyone’s attention! Now they REALLY wanted to know. Another group presented a photo of a matador in Spain and explained to the class that the colour red infuriated the bull and that is why they use red. Another student contradicted him and another discussion broke out about whether or not bulls were colour blind. A third group spoke about the coliseum in Italy and they shared how gladiators fought there for the amusement of the Romans. What they didn’t know is that the gladiators were slaves and how they were recruited. When one student shared this bit of knowledge, questions came flooding out about the powerful empire and its decline! Again, they REALLY wanted to know.

I think that assigning something (with a project) in order to get them to do research,  is putting the cart before the ox. (Does this expression work in English?) We need to create the curiosity to teach them how to ask questions first. We need to have these discussions to get them thinking beyond their four walls and to open their minds to the worlds which exist elsewhere on the planet. I don’t have the answer about the whole how-to, but these little discoveries (mostly by accident) have certainly gotten me to think about research in a whole different way.

The discussions which occurred in my classroom this week will certainly change the way I encourage students to find inspiration for their research. The project has become the least important part of it, but this is not to say that it has no value. I have begun to wonder if I should use it as an enrichment for those who are ready and willing to create something new – beyond the reading, writing, discussing and listening phase… The great part about this is that it is not limited to the strongest kids. A student who is not at that point in September, inspired by those who launch themselves into these projects may join in later in the year. The quality and authenticity of their work will be improved because it is truly theirs – at their pace and guided by their questions and ideas – even though it might not start out that way.

This piece is in response to an article forwarded to me by Syd Korsunsky. 

Research vs Projects

Assessment practices? Who needs them?

As much as we like to get a good laugh out of some of the wildly ridiculous skits on the behaviours of teachers, we must wonder if we can see ourselves, even a bit, in the jokes we make about them. I laughed out loud at the  shortcuts made by the "brilliant" teacher in the attached video, but the very sad truth of it is that I have known a teacher who graded in the exact same way. I am often appalled by some of the assessment practices used by teachers despite our knowledge of the most recent research.

I am not advocating a Big Brother system here, but we are not held accountable for our methods nor do we need to justify our current practices. The school I teach in is rural and very community oriented. I have the trust of the students, the parents and my colleagues. I am confident in my assessment practices (although I am continually searching to improve them) but I could easily hand out marks unquestioned. I also wonder how common this is? Who would know?

What is crucial here, beyond teaching and assessment practices, is the breakdown of professional integrity. We have an obligation, if we are to call ourselves educators, to guide students through their education and to invite them to be equal partners in the acquisition of their lifelong learning skills. Neglecting this objective is equivalent to sabotaging their futures.

I know that this sounds extreme, but we have seen a breakdown of the moral and ethical fiber of society over the past several generations, where Family Guy becomes the model dad and "good enough" becomes the norm. I am not ready to let go of the ethics my parents have instilled in me. I am a believer and if I abandon them, what chance will my students have?

I repose the question: Assessment practices? Who needs them? If I need to answer that, then I hope you are not a teacher.

Real Learning

All over North America, we have curriculum documents to guide us in our attempt to cover various course content in every grade and in every subject. These documents are filled with more than content but when we refer to them, the most common reference seems to be to the next topic we are to cover. It is essential that we be on the same page and that we head in the same direction when it comes to the healthy and timely development of the minds of our children. Content is the means to develop the greater underlying skills with which we want our students to be equipped.

What I am trying to get at here, is that content is the least of our worries. What do we really want our kids to know and be able to do? Are the recommended concepts important or should we focus more on the skills and attitudes that lead to that lifelong learning we claim to strive for in all our students?

What does it matter if a child can memorize the name and location of each African country or that he or she knows the lakes of a given region? I'm not sure that I could do this. But I can use a map and other various research tools to find the information I need or want to learn. If we dig a little deeper into the resources that are available to us in the form of provincial guidelines, we would find that these attitudes and values are highly stressed as being the real learning outcomes.

I have always wondered why some students are required to memorize all the formulas used in a geometry unit. If you need this in the future, who will stop you from looking it up? My high school Physics teacher believed in this. Every test was an open book test. He told us we had to know where to find the information we needed or we would spend most of our test time looking for it. He was preparing us for an inquiry based future where questions trumped answers and the skill to find them prepared you for any subject, any job and any life situation.

This being said, what should rubrics look like? What portion of the rubric should focus on content and what portion should we devote to skills? If we can come to an agreement on this point, how do we implement such a system in a way that all students are being equally prepared to have the survival skills needed in an ever changing world? I am not preparing my students for a future job. Most of them will end up in jobs that don't even exist yet - so what could I possibly have to offer them that would be of use? The answer: Adaptable skills such as questioning, reading for information, reading for pleasure, synthesis, analysis, and evaluation of everything they see and hear.

I need to teach my students to think for themselves so that when they are faced with challenges, they will have the courage and competence to accept them and know how to address them. I know what I want to do. I know what I need to do. I need to figure out HOW to do it right so that students understand the outcomes as well as the usefulness of the skill they are developing as they explore a wide variety of topics. Armed with this information, they become equal partners in their learning. They then are more likely to become engaged in their learning and accountable for the progress they make.

Isn't that what real learning means after all?

Destinations and Road Blocks

About a year and a half ago, I heard the first whispers of the impending provincial report cards. Mixed emotions abound when the word "mandate" is combined with any kind of government-inspired initiative. Some say nothing good can come of decision-makers stepping outside their field of expertise and dabbling in someone else's pond, but here we are, nearly two years later, knee deep in the thick of things, and planning the next steps of the journey.

I have been fortunate enough to have been invited to pilot the recommended report cards this year. Many would not see this as a stroke of good fortune. The demands it places on your time and your teaching philosophy can be taxing, but with an open spirit, many new learning opportunities present themselves. I immediately volunteered to sit on the committee to learn more about sound evaluation practices and the best way to implement what was non-negotiable at any rate.

Eventually, I was accepted and my learning curve has spiked. This is largely due to the fact that I have had a very supportive administration team and professional development opportunities to deepen my understanding of assessment and evaluation in order to put these new methods into practice. The freedom they accorded me allowed me to test the waters and to bring my students along on this journey of discovery. They have benefited from it greatly. It is only with the opportunity to dive in that we can learn to swim.

This year is now half done and I am already thinking of those that will follow. Next September, the remaining 22 schools in our division will join the ranks of participating in the mandated initiative. I accepted the challenge willingly because I am at a point in my career where I have knowledge, experience and great leaders to guide me.

Many of the teachers who will now have this thrust upon them are not at the same place in their professional development. Some work in schools where sound evaluation practices are not even on their radar. They have adopted the "It was good enough for me, it'll be good enough for them" mentality. Many are not even aware that some of their practices are working against progress and can even be detrimental to their students.

A solution has been proposed for this impending problem. Guidance must be provided and teachers must be accountable for their professional practices. If what we are doing is known to be wrong, then why are we allowing it to continue? How can we defend our professional integrity when we are doing nothing to strengthen the foundation as it crumbles?

Unfortunately, politics play a big part in all this and much of what is desperately needed is held up by decision-makers who have the interest of dollars over the interest of the children who stand to shape the future. Let's think investment here. The sooner we start - the stronger we become. And isn't this what we are always trying to encourage in our students.

When we ignore what we know is problematic and stick a bandaid on it that does not allow us to see through the coverup, we lose sight of the problem and it is consequently never addressed. This is our responsibility. This is our duty. This is our real mandate!

The Importance of Rubric Language

For years, I have struggled with the value of rubrics. A well respected colleague of mine told me they were very limiting. When we add descriptors that quantify the information rather than qualify it, the value of the statement given by the student is justified merely by being there rather than by being accurate. Rubrics are not wrong. The language can merely be the obstacle that prevents students from learning from their experiences.

Jan Chappuis describes 3 types of rubric language in her "Seven Strategies" document. I have summarized the ideas below:

1. Descriptive Language

• Ex: Display of information is accurate, mostly complete, and is mostly organized so that it is easy to interpret. It may have one or two small omissions.

2. Evaluative Language

• Ex: Good display of information.

3. Quantitative Language

• Displays three pieces of information.

In the descriptive language rubric, the student knows what he or she has done well and what needs to be improved. It is measurable in a way that the student can understand how to advance their own learning. 

Evaluative language lets the student know they did well. It does not, however, specify how the student has succeeded or what steps need to be taken in order to change the descriptor from good to excellent. 

Quantitative language limits the measure of the work to a number of items included in the work. It is not even clear if these items are accurate or noteworthy. Again, there is no direction for improvement.

It is obvious that it takes descriptive language to involve the student in his or her own assessment. It invites the student to be responsible for his or her own learning and to take the necessary steps to advance that learning. This encourages not only better grades, which are secondary at best, but also skills that will transfer to other areas of learning for this grade and any learning that follows, in or out of school.

Assessment Training Institute Summer Conference

Here I am on my last night in Portland, Oregon, after spending a week with some of the great minds in the field of evaluation and assessment in education. What a rush this has been. The week has flown by and I have had the opportunity to engage in dialogue with Rick Stiggins, who is unfortunately retiring at the end of this year, Janet Malone, Ken O'Connor, Jay McTighe, and Tom Schimmer, among others.

The thing that has really resonated for me during this conference is the fact that I am definitely headed in the right direction. The theme was Classroom Assessment for Learning. I already believe in the sound practices advocated by the speakers we had the privilege to learn from. The message is not to encourage us to adopt yet another new procedure, but to analyze what we do and ensure that we are working in the best interest of the success of the child.

I am anxious to review my notes and start posting entries about the ideas and practices I can and will use in my own classroom. I love that this conference was offered in the beginning of July. This way, my work is still fresh in my mind and I also have a number of weeks to process the information before embarking on a new school year composed of great assessment practices that are research-based and proven to be effective for all students.

La motivation des notes

Les bulletins provinciaux viennent finalement cogner à notre porte. Certains voient cette nouvelle demande comme un intrus, d'autre comme un invité longuement attendu. Je ne vois pas une fin à ce débat dans le futur proche, mais la réalité (au moins pour le moment) est qu'on ne peut pas le mettre à la porte.

Les bulletins pour le cycle primaire (et jusqu'à la 6e année) ne changent pas beaucoup la façon de faire dans notre école. Les sujets sont divisés en compétences exigées par les programmes d'étude et on prend note des habitudes de travail et de comportement de l'enfant. On avait déjà la bonne idée. Cette démarche appuie la recherche qui nous démontre que l'évaluation de l'enfant nécessite une mesure de la progression de ces compétences et que le niveau de rendement se mesure uniquement sur son atteinte (ou non) et à quel point, des compétences mesurées.

Le secondaire semblait être le seul regroupement qui ne suivait pas la recherche de pratiques exemplaires en évaluation (ou plus spécifiquement dans le rapportage de l'évaluation). On donnait un pourcentage (qui représente la somme collective des travaux, tests, examens, et tout autre forme d'évaluation) pour identifier l'élève à ses parents. On ne décrivait pas l'élève, ses forces, ses faiblesses, ni les suivis à faire. Le sujet n'était pas décomposé en compétences mesurées, donc je questionnait la signifiance du nombre. Le nouveau bulletin n'a presque pas changé pour le niveau secondaire. On ajoute quelques points de comportement, mais autre que cela il demeure vague et faible en communication du vrai profil de l'élève.

La plus grande contraverse, cependant, était aux niveaux 7 et 8. Dans les quelques dernières années, on avait vraiment fait du chemin. On avait aboli les notes en pourcentages, selon la recherche, et on avait embarqué dans un système d'évaluation qui appuie le développement non seulement de l'enfant, mais aussi de l'enseignment de cet enfant selon ses besoins.
Les pourcentages offrent une motivation externe (donc moins valable). Le plus grand défi qui se présente à ce niveau est celui de la motivation. Les élèves ont arrêté de poser la question de la valeur des travaux. Au lieu de la fameuse, "Est-ce que ça compte?" on entend, "J'apprécie les commentaires. Je sais comment améliorer mon travail." Ils sont moins inquiets de l'étiquette et plus axé sur l'apprentissage. Je croyais que c'était notre but.

Mon plus gros problème avec ceci est que nous sommes les professionnels dans le domaine de l'éducation. J'ai fait ma recherche. J'ai appliqué les pratiques fondées dans cette recherche et j'ai aidé à mes élèves à cheminer dans leur apprentissage au lieu de se concentrer sur une étiquette numérique. C'est intéressant que ce soit ceux qui ne sont pas formés dans le domaine de l'évaluation qui me disent comment la faire.

Alors la prochaine fois qu'ils auront besoin d'un médecin, est-ce qu'ils diront au médecin comment procéder ou lui feront-ils confiance en raison de son expertise?

Seven Practices for Effective Learning by Jay McTighe and Ken O'Connor




November 2005,
Volume 63, Number 3

  This article is a must read for all teachers. One of the biggest problems I face as a teacher is the amount of professional reading I would like to do versus the time I have to get it done. I would love to see more articles like this one, where the essential points are made in a short article that gives a clear picture of what effective teaching looks like.

The practices described in this article list principles of what education is meant to be. I believe most teachers are in agreement with what is proposed here, but many become overwhelmed with the other demands we face (lesson preparation, assessment and evaluation, parent communication, coaching, report writing, extra-curricular activities) and experience real challenges when it comes to putting them into effect.

To begin with, the article defines the three types of evaluation used throughout the course of the teaching and learning process. Each has a role to play in assessment.

• Diagnostic assessments: are primarily used to get to know your students. Once we know who we are teaching, lessons can be created to meet their needs. By using diagnostic assessments, we discover what the students already know, what they understand correctly, what they misunderstand, and what their interests are, among other important facts.
• Formative assessments: are used to provide the necessary feedback to give direction to learning. This is the part the student does or understands well and this is what needs to be done next to continue on the path towards mastery. It also provides the teacher with information about the progress of the students in order to offer individualized guidance in the learning process.
• Summative assessments: give a portrait of what the student has learned by the end of an instructional segment. It defines the student's standing after instruction, practice and collection of summative evidence has taken place.

The Seven practices for effective learning are listed as follows:

1. Use summative assessments to frame meaningful learning goals.
2. Show criteria and models in advance.
3. Assess before teaching.
4. Offer appropriate choices.
5. Provide feedback early and often.
6. Encourage self-assessment and goal setting.
7. Allow new evidence of achievement to replace old evidence.

Each of these practices are described in such a way that the reader can see it as a living thing in the classroom. The examples provided are real and believable. I found it easy to visualize each of these practices in my classroom. They are not really a new way of thinking, but a reminder of what we all know to be true.

If I had to recommend an article on exemplary teaching practices and effective use of evaluation and assessment, this one would be it.

Leyton Schnellert - Part 1: The Big Ideas

Leyton Schnellert

Leyton Schnellert was one of the most dynamic presenters I have had the opportunity to hear. His session was one of my choices, but I had not decided until I heard a colleague rave about what he'd heard from others who'd seen him present. (And yes, he's as visual as he is vocal.) Convinced, I stayed and am very glad I did.

Summarizing his ideas and methods would rob some of them of the attention they deserve. I want to refer back to these ideas and will therefore break them into separate articles to make it easier to revisit them later.

I want to start with what he referred to as The Big Ideas. When dealing with courses such as Science and Social Studies, it is so easy to slip back into the textbook and let it guide me in what I choose to teach. I mean, most of these textbooks are designed with the provincial curriculum guides as the blueprint so why reinvent the wheel? As I listened to him talk about meeting our students where they are at and identifying their strengths and needs as learners, I can decide which skills to target in a purposefully methodical way. This will be discussed in a later article.

Getting back to the Big Ideas, this is where the light went on for me. I could easily picture the process he suggests.

1. Working in collaboration with a colleague, take a look at all the general and specific outcomes for a specific unit of study. This is perfect for school who already engage in PLC (professional learning communities) groups.
2. Separately, then together, decide which 3 or 4 BIG ideas need to be addressed. These should relate to both the learning outcomes identified in the curriculum AND the social issues or topics of interest that apply to the students.
3. With the Big Ideas in mind, identify the skills that need to be built into the unit.
4. Now that you know where you want to go, plan the road map you will follow in order to get there.
5. Formative assessment will be a part of each of the pit stops along the way.

In my afternoon session, Karen Hume made reference to this same idea. She said that when you start with the actions instead of the desired result, you are not focusing on the skill that you wish to develop but in the final product. When I start with the end in mind, everything I plan will be for a reason.

The Big Ideas become the questions we ask of the students. If I tell them what they will learn, there is no intention to learn. Inquiry questions help students think about the unit in a general way and develop the curiosity to want to know more. When they ask questions, they become engaged and take ownership of their learning. The student can take the wheel - and I become his or her navigator.

Multiple Methods of Assessment - Volante

It is one thing to give a test to measure the learning that has occurred, but if the test is not representative of what and how the student is learning, it is inefficient and invalid. Traditionally, we have used what we were exposed to as students, but if we continue to rely on what we know without upgrading our methods with our research, then our research is pointless. Why do research if not to improve our results by applying it?

I believe rummaging through the curriculum guides would be a worthwhile experience for most teachers regardless of years of experience. It is easy to get into a routine by repeating the sheets and tests of yesteryear. The challenge is to continually search for other ways of reaching our students. We need to know them. What works for one group, may be ineffective with another. During my student teaching experience, I was a bit shocked that my cooperating teacher was using a very old program with her students. I thought surely there was something more modern she could be using. She explained to me that she had all the modern stuff and that this program was the one her students best responded to. Lesson learned. I have always remembered that the method I use is based as much on who my students are and what they need as it is on what my style and knowledge tell me to use.

The curriculum guides provide a multitude of assessment tools to be selected by the classroom teacher. If we go back from time to time and become familiar with them, we are expanding our own repertoire as well as providing more opportunity for students to demonstrate their learning.

When designing an assessment tool, we need to be aware of the skills we are measuring - not only the content. As a new teacher, a colleague once told me, "Remember, you are teaching the child - not the curriculum." It has always stuck with me and the content becomes secondary to the person when you realize that it doesn"t really matter what year a historical event occurred, but it does matter that a student has the necessary skills to find the year.

In summary, we need to be sure that what and how we are assessing reflects what the student needs to grow.

Student-Centered Assessment - Volante

The first of the seven principles suggested by Volante is that assessment be student-centered. The ultimate goal is that we make students responsible for their learning and having them take ownership in the assessment process is the first step in seeing this through. According to his research, this approach will positively influence motivation and learning.

In order to enhance this motivation for learning, teachers should rely more heavily on formative assessment. We need to be continually engaged in dialogue with our students about what they do well and what they are lacking in order to be proficient in their work. Ken O'Connor stated that when we give a grade to students, nothing improves,  but when we give feedback, we can expect an average of 30% improvement from students. Volante included a list of things we can do in our formative assessment to encourage student engagement.

• Give a pretest before a unit of study: This allows us to make necessary adjustments to the personal learning goals for each student.
• Be aware of students who are in need of more assistance or practice. They will more likely need to be monitored more closely.
• Continually revise instruction based on assessment results. If some students are not getting it, what do they need to learn in order to get it?
• Convey strengths and weaknesses to students. Effective feedback will allow them to grow from where they are.
• Match students in groups that will encourage growth. These groupings can become a ressource for students to use independently once they learn how to work together.
• Allow opportunity for self-assessment. This is key in order for students to take ownership of their work. They are able to direct their own learning this way and they become responsible for what they have done and how they plan to grow with each susequent assignment.

Encouraging students to self-assess smooths the transition from the teacher being the director to the teacher simply guiding an independent worker.

All of these conditions make sense. Most would not argue that when a student becomes responsible for his or her own learning, he or she becomes a lifelong learner, capable of assuring continuous growth in life. I can picture it in my head, running smoothly, a motivation-filled classroom guiding the students to a state of independence they want to reach.

Conversely, I also have questions about how this motivation occurs when the inclusion of a student is not enough. How do we cope when a student dares you to make them care and then sets up camp behind a granite wall of resistance? And what of class sizes? When teachers are facing groups beyond 30 students, they are overwhelmed with duties leading to learning and other academic and behavioural issues. Teachers slip into survival mode and find it difficult to make the time to consult with each student in the goal of guiding their next steps.

Principles for Effective Classroom Assessment - Louis Volante

I have had many interesting conversations with a number of colleagues throughout my career about assessment. Early on, I was overwhelmed and lacked confidence in what and how I evaluated. At times, I have been excited about the way I was evaluating, just to be straightened out by my peers who were able to see the whole picture. My vision of assessment was fuzzy at best. At long last, the blur is fading and lending way to a more focused view of where I am heading.

As a middle years team in my school, we have rummaged through the curriculum guides and filtered out the essential learning outcomes in the various content areas. I am increasingly aware that the content is less important than the skills and attitudes that accompany a lifelong learner - which is what we are encouraging after all. The content provides us with a means to explore and develop these skills as the student becomes more and more independent.

Having done this, we are finally on the same page (or at least in the same chapter) and heading in a common direction. We know what a student will experience from one year to the next and this continuum helps us to be aware of what other teachers are doing. Students will see their education as a continuous flow rather than bits and pieces of information thrown at them over the years.

So, I now know what I need to assess, things that matter. And I know that I need to assess for specific reasons. To be sure I am assessing for the right reason, I ask myself the three following questions:

1. Will this assessment help guide me to teach better (or differently) in order to meet the needs of my students?
2. Is this assessment useful to promote learning? That is, does the student learn from having experienced it and is he or she able to improve upon what has been learned for the next phase of learning?
3. And finally, how does this assessment allow me to accurately report to parents on the achievement of their child?

The articles I have read and the seminars I have attended have common research evidence. They all seem to agree on the principles of assessment and attitudes which are necessary to create a healthy climate which promotes learning in the classroom. The latest article (by Louis Volante) focuses on these seven principles, which I list below. The articles to follow will discuss them in further detail.

The seven principles include the need for classroom assessment to be:

• student-centered
• aligned with clear learning targets
• based on multiple methods
• able to account for a variety of student skills
• aimed at reducing bias
• reliable and valid
• efficient

Taking this research and applying it to my classroom will bring me closer to my whole picture vision that has been my aim for years. Knowing how to "look" is the first step in "seeing".

15 Fixes for Broken Grades - a Ken O'Connor Webinar

In my second Ken O'Connor webinar, 15 Fixes for Broken Grades, I believe I was able to confirm that much of what I already believe and practice in my own classroom is sound. I have questioned the way I teach, the way I pose questions, the way I assess and the way I report student achievement. I have summarized the essential learning outcomes from the various curricula I teach and students are aware of what and how they are learning as we explore the content. It is not about memorizing facts, but about understanding process. Science and Social Studies courses are not about facts and figures, but about skills needed to be that lifelong learner we are trying to help emerge.

This has led me to rethink not only how I teach, but what I teach as well. A research project on Ancient Egypt, for example, is not about knowing which date is associated to which specific event, but in leading the student to understanding the impact past events have had on the world. When students learn that some children were denied an education based on race or gender, they may appreciate the fact that they have infinite access to knowledge in a time and a place that values learning.

It's interesting that I felt much more involved in this second webinar by Ken O'Connor. Much of the information shared in the session was similar or repeated from the first one I viewed. This confirms for me, that if I understand more thoroughly a second or third time around, why would my students be any different? Although some students understand things the first time around, most need that repetition in order to help it sink in.

Many teachers are still not clear on the difference between formative and summative assessment. The example noted above shows how the formative part of learning is essential in allowing the student to gain the knowledge and comprehension required to be able to advance to synthesizing information received. Once they have had the opportunity to process the information (content) and the way they learn (metacognition), the student is an active participant in his or her learning because he or she is aware of the learning that is taking place. At this point, summative assessment can accurately evaluate that learning has occurred and to what extent.

I am anxious to continue going through my notes in order to allow my own learning to sink in about evaluation. I am already looking forward to putting into practice much of what I agree with from this webinar. More to follow.

Damian Cooper: Talk About Assessment

I had the privilege of attending the Damian Cooper seminar today. It was engaging, fun and enlightening. There are many things I already knew; but knowing them and putting them into practice are two different things. Several aspects of his presentation made me think about the way I work with my students in my classroom and that some of them need to change in order to maximize their success as independent learners.

Assessment is our school goal for the year and I have really taken it to heart. I know what I want my formative and summative assessment to look like. Now, when I plan my projects and courses, having this assesment in mind will be what allows me to structure my units purposefully. Some of the ideas shared today come to mind when I consider these points about assessment.

1. Work With the End in Mind: My friend, Syd, has been telling me this for years and I have always had the intention of working this way, although intentions and reality do not always agree. Now that I can better imagine what I want it to look like in my classroom, I know how to go about planning it.

2. Tiered Assessment: We want all students to demonstrate proficiency of essential tasks at or above grade level independently. I love this definition because it is a reminder of our ultimate goal. Tiered assessment allows us to ensure we are reaching all students where they are at, and give them the challenge they need individually to proceed to the next level of their own learning. This requires a design that will give them all the guidelines they require to do so.

- One for students who are able to follow guidelines given and attain learning goals.

- One for students who are intrinsically motivated. They have fewer guidelines because these students are able to create their own challenge and take ownership of their learning. They simply need to be given their wings.

- Finally, one for students who need the motivation to complete the work, or who struggle with the required tasks. These students need more detailled how-to guidelines. This will help break down the task into manageable parts so that they will be able to succeed.

3. End of Unit Assessment: Another great project that was shared today was the End of Unit Assessment. This hands-on assessment measures success by the student's ability to use the skills focused on during the course, which includes a personal reflection that confirms learning. This will be one of my goals for my future units in several subjects.

The day held many Aha! moments for me. Overall, I think that I am on the right track. I have things to learn and put into practice to ensure that I am assigning things for a reason and that my evaluations are measuring something worthwhile. I loved the way Cooper summarized this idea. "I won't accept crap, therefore, I cannot assign crap." In other words, if the student's success is my goal, then I want to be sure that the assignments I choose are also worthy of their time.

I am anxious to continue to grow in this area, because as I do, so do my students.