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.
In chapter three, the authors challenge the reader to daily reflect on the success of the instructional design in use and the evidence of desired learning outcomes. The first sections of chapter four help define how you answer that question of "did what I do today work?"
ReplyDeleteI found the discussion of the principles of assessment very helpful. I agreed with the suggestion on p. 74 that successful assessment is "grounded in the 'real work' of the discipline" and that it can provide real focus for future instruction. I appreciated their discussion of the importance of feedback delivered and structured in a way that promotes future learning.
I found the Table 4.1 very helpful. I use informal formative assessments on a daily basis to guide future instruction as I am sure you also do but was not familiar with cornerstone and metacognitive assessments.
I agree with Kathy that the 'real world' examples added much to section dealing with assessment challenges. I also found the "measuring what is easy rather than necessary" discussion intriguing. The time issues does so often come into play and I do assess the "basics" (don't laugh-I realize basics are what we do at Ginther) but try also to assess on informal basis how they will use knowledge of basics. Ahh - design that assessment Ellen so they must demonstrate how they can use that basic knowledge to complete a task "grounded in the real work of the discipline". I think that I have some work to do concerning assessments.
[Part 1] As Kathy indicated, this chapter provides a sense of empowering knowledge about assessment "terms." I was part of a "guinea pig" group on assessment back when I first came to the district. Our class met for 6-8 sessions differing from the abbreviated version that was later used. I learned much, but I don't remember the use of formative, summative, cornerstone, or metacognitive. The definitions in LALS are also different from what I hear being used at BCSD. We give formative assessments near the beginning of the year and summative assessments near the end of the year. It's the teacher's job to figure out ways for the student to get from point A (formative) to point B (summative) successfully. I vastly prefer the use of the terms as provided by Harada and Zmuda. It makes a good deal more sense, and I believe our teachers would feel that way as well.
ReplyDelete"Rethinking Classroom Assessment with Purpose in Mind" (Manitoba Education, 2006) presents a very hopeful picture of feedback for students which would encourage them to move forward and "own" their learning process. I would love to see more of that.
As the authors presented different assessment designs I began to see that students need to see more than a scoring rubric... I have to do "this much" to pass. As they begin to present what they know or have learned, the teacher needs to give them feedback/assessment and time to revise or re-adjust what they have presented. When they again revise, they need to "hear" feedback on what's working and what's not working. They need to monitor and adjust and present again. Through this kind of "communication, reflection, and refinement" (p.75) the student masters the content; understands what they have learned; and can communicate that to others. It would seem most effective, then, to scaffold the skills and/or information which we want students to learn and by evaluating & giving them regular feedback help them to feel confident at each stage that they are able to become proficient learners. (Kathy, I also liked that quote on 75 that reminds us "feedback is to facilitate learning.")
[Part 2]
The above ideas echo the information presented by Bain (2004) that our assessment design and scoring systems must demonstrate to students that they don't need to be successful on every first attempt. Instead, it will be expected that struggle and work are a part of the learning process for anyone. We need to clearly lay out the procedures whereby students see how they will find support in the process of getting from point A to point B and not be "hung out to dry." This is a new concept as I know I have gone for the "easy assessment" rather than measuring whether students had actually reached the learning goals. In the interest of time I have abbreviated the feedback and support for them to truly master the content.
In my first education class I remember learning that tests were not just to measure student performance, but to help the teacher know whether he/she had accomplished the task of teaching the material. It was a revelation!! I often think that transparency about this (especially at middle school) would go a long way with students. They value honesty and are often willing to be a part of a team. What if we began to help them see, it's a team effort creatively designed to help them learn?
Another perfect timing chapter as we delve deeper into Atlas and the assessments!
ReplyDeleteI was not familiar (same as Ellen) regarding the terminology of Cornerstone and Metacognitive Assessments. Has anyone heard those mentioned at Brockport? Would we use this terminology in Atlas?
I too was intrigued by the study of how students depending on age perceived what makes them feel smart and successful. I think the use of "Smart Parts" (some use it, others don't) may help eliminate some of these issues.
I also liked the use of the quotes on page 82 (which I am considering posting somewhere). I've always used the Seuss story of how perseverance paid off in the long run.
Marcia, I thought your reflections about your revelation in regard to assessments and student performance were very astute. And, I do think that students would appreciate the transparency. I agree with your comments about scoring rubrics and students doing "just enough." I see that often. And I too agree with the phrase, "communication, reflection, and refinement" that is truly the backbone of learning. I am seeing more and more of this with our research projects. Many teachers will refer to "best drafts" as opposed to "first drafts." A best draft is typically what a student would have handed in as a final paper, it now is labeled "best draft", corrected, discussed over a conference and redone. This works very well, because we all know what first drafts can look like!
ReplyDeleteEllen, wondered if you got those assessments designed yet???!!! :-) Next year's pgp???
Suzanne, I'm not sure what "smart parts" refers to...could you elaborate? I too am going to go back to the chapter to reread the section on Cornerstone and Meta-cognitive Assessments.
One thing I love to discuss when teaching biography is the fact that nobody has a smooth ride in life. What are the problems faced by this person? Who was the support? What strengths were needed and developed? Fear of failure is deadly. To view assessment/evaluation as an opportunity is golden. The sooner this is learned, the better.
ReplyDeleteI don't know about "smart pants either." I think it would be a good idea to look at our assessments again and tweak. I have started using your clipboard approach, Kathy. It reminds me of the 5 minute assessment the speech teachers use in our building. a little academic temperature taking!
ReplyDelete