Chapter 4: Providing Robust Assessment and Feedback

Part 1: Summary of Significance and Assessment

I for one really appreciated this section of the book. I loved the opportunity to really get a handle on the various types of assessments (Ellen, how many times did I ask you during our ATLAS work..."Now this is a summative assessment right?"). I loved the table on pages 78-80 that clearly articulated the types of assessments, and the various examples. Just what I needed.

More importantly I appreciated the overview that discussed the significance of assessment. The line on page 73 which stated, "The intent of assessment and feedback systems is to report student performance in a way that promotes future success." What good is an assessment if you don't learn from it? The emphasis on progress and achievement rather than failure really resonated with me. I know we have had many department discussion regarding assessment and our role in it. I felt this chapter prepared me to be a stronger stakeholder in the area of assessments.

The principals of assessment which covered pages 74-75 were also very enlightening. I especially liked the section that outlined what assessment design needed to comprise in order to have a positive effect on student performance. The second of these really spoke to me: Contain regular opportunities for feedback and reflection to improve quality and sophistication of work. After all, as the authors state, "...the purpose of feedback is to facilitate learning" (75).

After reading this section I asked myself if the assessments I use made a difference to student learning? Hmmm...anxious to see what you all thought.

Part 2: Predictable Challenges in Assessment

The three challenges given on page 80 made me think! I was intrigued with the continued reference to "real world" assessments. The examples given on page 81 were great, and clearly made me realize how often we self assess. I also loved the example on page 82 of "expectation failure." I was again struck by the importance of studying biographies/autobiographies and memoirs in school. This is something Allison Zmuda brought up during her visit to Brockport...the importance of modeling perseverance to students. This section of the chapter reminded me of this.

The challenge of measuring what is necessary rather that what is easy resonated with me. I need to remember that "having the basics down, such as recall or procedural fluency is not synonymous with being knowledgeable, skillful or wise" (83). Again, food for thought. How can I better assess my students...much fodder for discussion.

Chapter 2 Parts 3 & 4

Chapter 2
Part 3 - Persistent Challenges in Collaboration between Learning Specialist and Teaching Staff
and
Part 4 – Implications for the School Library Media Specialist
The quote from Ellen Guiney (2001) says it all: “This is not work for the faint-hearted.”
When looking at the things that impact our effectiveness in building this collaboration framework, I am most challenged by the reflection and adaptability piece, but realize that it is absolutely essential. I found myself thinking, “Who are the people I need to talk with about my effectiveness in presenting lessons; teaching skills; etc.? Would teachers be more honest with me face-to-face or responding to an online survey? How will I best obtain the feedback I need to improve?” [That “dead right” story hit a bit too close to home. I like to be right, but I usually admit my mistakes.]
When the authors present the concept of working with all staff in transparent, consistent and reasonable ways, It resonates with me…
BUT… I think there needs to be a validation from our administrators (top down) in order for this to become reality. (I am sorry that we haven’t initiated a meeting with Garry Stone about this.)
THEN, we’re going to need to “work our tails off” to demonstrate that we are familiar with “research-based” learning principles, the curriculum, the learning gaps in our district, and how to reach our students.
I would say it is essential for us as a department to meet with our counterpart “learning specialists.” Too often I live in an adversarial mindset. I need to cleanse that image and move into “If we do not hang together, we shall surely hang separately” (Paine) mindset.
Once again we are confronted with the idea that we’ve heard Allison Zmuda speak: if our busy tasks are not tied to authentic learning, we are not doing the work we’ve been hired to do. The biggest challenge for me is developing the process which will turn the busy-ness around. I found that the tables 2.2 and 2.3 (the book is all marked up now) were helpful in considering the problems and thinking about strategies… absolutely loved the connections to Data Mentor and Atlas. I see clearly where these educational tools can serve us well. When we share face-to-face at our next meeting, I’m looking forward to dissecting the charts more completely.
And lastly, I’m building a whole list of action steps (from table 2.3 and other areas of the chapter)… trying to put them in manageable size pieces… and projecting completion dates for them. So far, the process is leaving me energized (much better than the “overwhelmed” depression feeling).

Chapter 2; parts 1 and 2

I would like to start by saying, I am very glad we broke this chapter into two parts! Wow...where to begin.

Part 1. The quote on page 23 really resonated with me, and got me questioning,
"A central part of the discipline of improvement is the belief that if the
teaching is good and powerful, if the conditions of work enable and support
that practice, then we should be able to see immediate evidence that students
are learning. If we can't then we should ask whether the teaching was really
as good as we thought it was."
Coming from a school in need of improvement, with many students on an ineligible list, I ask myself what could I be doing differently? How do we teach the students that don't want to learn? And they are out there...those that don't do homework, don't bother taking notes, don't do the research papers...what do we do differently? Is the onus on us completely? I wanted to know how to "teach them better!" I am not sure I agree with this premise. What do you think? Definitely food for discussion.

I appreciated the pages devoted to defining what, exactly, a learning specialist is. We banter around that phrase, not quite sure what it means. I appreciated the definition and description on pages 24 and 25. I was pleased to see that librarians are listed as examples of learning specialists. And, according to Table 2.1,there is much overlap in our job descriptions. But I have to ask, where do we fit in, in the scheme of our district?

Part 2: Challenges
What struck me in this section of the chapter were the statistics that demonstrate how principals learn about school libraries. I know we tried working on this, but it feels like a never ending battle...only 7% learn about school libraries through undergraduate or graduate course work. Talk about the need for advocacy.

Once again I was given pause when the authors state that, "...the degree of busyness, the number of collaborations, and the strength of interpersonal connections, none of which are inextricably linked to improved performance of students or increased expertise of staff" (27). It keeps coming back to this...as much as we collect this other data, it comes back to achievement! What are your thoughts as to how we can move beyond this typical data?

I think one of the most significant sections of the chapter was the section titled, "School-Level Factors that Impact Effectiveness." (And as an aside, I loved the Teacher/Librarian Job Discription on pg 28!) This first factor, collective accountabilty, was especially significant to me. I liked the concept that we are NOT a "loose confederation of independent learning environments..."

The bottom line on page 31 was very powerfully stated, once again, bringing the focus back to student achievement, "The goal is not to increase collaboration but to improve student performance. The goal is not to force staff to attend professional development; the goal is for them to improve their practice in order to improve student performance...." Anxious to see what everyone thought.

Welcome!

Our first discussion will start on February 16th. This online discussion will cover chapter 2, parts 1 and 2. Starter post will be posted soon!