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When Students Become Teachers - Rigor, Assessment & Accountability - Dr. Lodge McCammon

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Formative Assessment for Students with Significant Disabilities

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Pass the Baton: Empowering Students in Music Ed

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67 - Unlock Student Potential: Transforming Assessments in Music Education, featuring Angela Harman

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Search your Inbox for IB Blended Workshop on October 15

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Search your Inbox for IB Blended Workshop on October 15

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Teach students how to resolve problems on their own. Challenge students to look for other routes to find a solution.

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CECE Early Childhood Videos at Eastern CT State U.

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Teaching Preschool Children Conflict Resolution Skills

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Empowering Students to Own the Assessment Process

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Empowering Students to Own the Assessment Process

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Empowering Students to Own the Assessment Process

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When your spanish teacher only acknowledges spanish #americanhighshorts #spanishteacher #lol #class

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Creating Assessment Capable Learners: One school's approach

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Creating Assessment Capable Learners: One school's approach

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Zitzman Elementary - Developing Assessment Capable Learners

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Professor Hattie on Assessment-capable learners

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Dylan William separates ego driven feedback and effective feedback!

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Peer Feedback on story comprehension (preschool)

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Peer Feedback on story comprehension (preschool)

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Kindergarten Students Provide Peer Feedback on Retelling a Story

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Be independent is a great skill, teaching the students at an early age is where the preschool classroom would like to start. To create independence is giving the students a solid frame of expectation and allowing them to reflect along the way.

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Overview of The Incredible Years at SD27J Preschool

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Cultivating a Growth Mindset in the Classroom: The Power of "Yet"!

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Strength based writing progression to build assessment capable students

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Strength based writing progression to build assessment capable students

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Teacher Tip: Authentic Writing Progressions

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See Think Wonder HERE

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critique and feedback - the story of austin's butterfly - Ron Berger

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Work in grade level or domain groups.

Make a copy of the template

1. Choose an assessment to analyze.

2. Follow the process and note any adjustments to the process

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Teacher Moderation Template for Student Work Samples

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What does the quote mean to you?

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Evidencing Learning:  IB Standards and Practices  PYP  

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Connect, Extend, Challenge Document HERE

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draw a picture of a child who is asking where am I now, how is it going, where will I go next?

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Activator: Nano PD: Assessment Capbale Learner

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Activator: Nano PD: Assessment Capbale Learner

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Link HERE

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Image for Nano PD  Assessmnet capable learners

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Self regulated Learners : High efffect size

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Self regulated Learners : High efffect size

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What meaning do you derive from the quotes?

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Self-regulated learning is not an innate ability, but rather a skill set that can be developed to help students direct themselves through the process of learning. Developing this skill set allows students to learn more effectively because they are able to set clear goals for themselves and monitor their progress based on their goals and strategies. Self-regulation allows students to become less reactive and more proactive in their learning.

The self-regulated learner typically engages in a 3-part thought process:

1. Plan: Set sub-goals, such as thinking about when and where to study or choosing strategies for a given assignment, exam, or assessment format.

2. Monitor: Reflect on how effective certain locations or strategies are during studying, think about what to do when obstacles arise, and determine how good one's understanding of the content is.

3. Evaluate: Think about both the outcome on the assignment/assessment and the effectiveness of the strategies used, while attributing performance to effort/strategies rather than external influences.

Why is self-regulation important?

It has been shown that students who have become more proficient in regulating their learning are able to improve their performance. This occurs through the self-reflection encouraged by self-regulated learning, which allows students to have a better idea of how to approach learning and use available resources effectively. Students who develop the skill set of regulating their learning can also gain psychological benefits, such as greater perceived control over performance and having less negative affect towards exams. Employing self-regulation techniques helps students course correct and become more independent learners, as they are able to realize which strategies are actually effective or not as they monitor their own studying.

At the college level, self-regulation is even more important as classes are both more demanding and have less supervision than in secondary education. Many students enter college without a good understanding of how to learn effectively, and continuing in that way may affect their mindset towards college-level classes and lead them to feel discouraged that they just don't "get it" unlike their peers. This is especially true as MIT is known for its rigorous academics, and it is all too easy for students to compare themselves to others. Encouraging students to develop their self-regulated learning skills can help students feel that they are on an equal playing field as their peers.

During this period of remote learning, self-regulation can help students learn effectively while they are also under stress from a number of other factors not within their control amidst the pandemic. Students may also have to do more planning on their own than on-campus, due to the more unstructured nature of remote learning. Having a process like self-regulation can help students feel a sense of self-efficacy towards their learning, and this mindset is beneficial even after they graduate.

Strategies to teach self-regulation

Help students actively think about strategies for more effective learning in your discipline and show how they can be used. For example, if there is an upcoming assessment, have students think about the assessment format, what resources would help them study, why they would help, and when/how students plan to use those resources.

Model goal-oriented behavior for students to deliberately plan how to reach their goals, such as building in sub-steps for projects, clear deadlines, and estimated time for completing tasks. For instance, if you have a video that students will watch asynchronously, you can set a date by which students should have watched the video, and then have a small quiz or exercise for students to complete after watching the video; this will help students better plan and monitor their learning.

Develop everyday discourse about self-regulation in the classroom to provide students with a foundation to talk about their own self-regulation and become more self-aware. Making it part of the discourse makes the process more transparent, instead of something where some students seem to get it, and others don't. Below are some ways you can do this:

Conduct a pre-class survey to gauge how students currently approach learning. This can provide you a natural way to transition into talking about self-regulated learning strategies in the classroom and explaining how they are connected to improved learning.

State improved self-regulated learning skills as a learning goal in the class syllabus may also help make it clearer to students that you intend to work on this skillset throughout the class.

Encourage students to plan out their classwork, such as working on an assignment a bit each day before it is due rather than doing it all the day before. One way to do this is with a timesheet. An example of a timesheet can be found here in the 9.68 OCW. The idea here is that students will consciously monitor their time spent on classwork at least a few times a week and be honest with how they spent their time. By actively observing themselves, students can recognize both the amount and quality of the work they put into a class and continuously evaluate their performance.

Explicitly label and discuss strategies in the context of a classroom activity or discussion. For example, when discussing the solution to a problem or having a discussion on readings, you can have students talk about different strategies to review the material or strategies they used to read the assigned texts.

Give students feedback on how they are meeting course goals, and encourage them to actively think about what strategies have and haven't worked in learning certain kinds of material. You can ask them to reflect on how they can improve their learning strategies, and provide feedback on their reflection as well.

Provide students with rubrics can also develop their self-regulated learning skills, as it will allow them to be aware of what constitutes a successful assignment submission. This can then influence the learning strategies they choose to employ for an assignment and self-evaluate their progress. Additionally, if they do not get the result they had expected based on the rubric, students can reevaluate their current strategies to better achieve their goals.

References

Pintrich, Paul R. (2002). "The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing", Theory Into Practice, 41:4, 219-225.

Chen et al. (2017). "Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance", Psychological Science, Vol. 28(6), 774-785

Ertmer, Peggy A. and Newby, Timothy J. (1996). "The expert learner: Strategic, self-regulated, and reflective", Instructional Science, 24, 1-24.

Azvedo, Roger and Cromley, Jennifer G. (2004). "Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?" Journal of Educational Psychology, Vol. 96, No. 3, 523-535.

Zimmerman, Barry J. (2002). "Becoming a Self-Regulated Learner: An Overview", Theory Into Practice, Vol. 41, No. 2, 64-70.

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Self-regulated learning is not an innate ability, but rather a skill set that can be developed to help students direct themselves through the process of learning. Developing this skill set allows students to learn more effectively because they are able to set clear goals for themselves and monitor their progress based on their goals and strategies.

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Activator: Draw an image of when you have experienced the greatest growth in learning.

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Activator: Draw an image of when you have experienced the greatest growth in learning.

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1. Share at your table the conditions that were in place that facilitated the change you experienced.

2. Consolidate the table responses and add them below.

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In Groups of 4-5

1. Present two - three assessments you have collected.

2. Give your group a summary of the context of the evidence piece.

3. Group members will give ideas on how the assessment can inform the next steps in teaching.

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Partner Time

1. Choose a piece of evidence to receive feedback.

2. Make a copy of the notes document HERE

Follow the process outlined.

3. Partners A and B both give and receive ideas for next steps.

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The word assessment is not new to educators. Yet, many practitioners, parents and students are still under the misconception that assessment is about tests, evaluations and grading.

It is much more than that. Assessment is so intertwined with learning that it has become a part of the process of planning, teaching and learning. One can't be separated from the other.

In this blog post, we will be examining the definition of ASSESSMENT and looking at the WHY, or purpose, of assessment. Then, we will focus on WHAT we are assessing and HOW we can assess it. Along the way, we hope to provoke you to develop your own assessment capabilities.

1. Define assessment

We should go back to the etymology of the word "assessment" which comes from the Latin verb "assidere," meaning, "to sit with." This reminds us that assessment is something teachers do with and for students rather than to students. This places the students at the centre of the process. With the teacher's guidance, they should be involved and play active roles throughout the assessment process.

How do we do that? What capabilities should teachers have in order to nurture assessment capable students?

At our Toddle Talks webinar on the subject, we asked the participants to share words and phrases that relate to assessment. This is the outcome of their sharing.

2. Clarify your understanding of assessment

In order to understand the process of assessment, we should go back to the WHY or the reason we assess. It is simply to inform teaching and learning.

Source: Dylan Wiliam - Formative Assessment Strategy

In order to do so, as teachers, we should know where the learning is going. This means we should know our curriculum. Our curriculum is the compass that guides us to plan the learning pathways with our students.

Next, we should know where the learner is now. Try to visualize the learning pit that's created by James Nottingham. Where is the learner now? Using different assessment strategies and tools, we can gather data that informs our planning and supports students to set their own goals. This will help us and the students think of strategies that can be used to get where they should be.

3. Know how assessment practices have changed over time

Over the years, the practice of assessment has shifted from a more traditional way of assessing where the teacher essentially "does" the assessment to the student called, "Assessment OF Learning". The student has no input in this type of assessment.

The shift to a more "enhanced" learning approach is when the student takes ownership of their learning in what is called, "Assessment FOR Learning". The student self-assesses by reflecting on their learning and adjusting their thinking, thereby developing new understandings. The teacher is merely the 'knowledge guide' rather than the 'knowledge holder.'

Source: http://etec.ctlt.ubc.ca/510wiki/Assessment_as_Learning Western and Northern Canadian Protocol (WNCP). (2006).

4. Understand the assessment process

Assessment is like an ongoing conversation where the teacher 'walks beside' the learner in a continuous conversation. The teacher adjusts their teaching and the student adjusts their learning as a result of the ongoing conversation. This results in what could be described as a 'continuum of the stages of growth,' as the learner develops their new understandings, skills and knowledge. Only the individual teacher will change over time as the student/learner moves along this learning journey.

When looking at assessment from the teacher's view, engaging in the assessment is similar to the Visible Thinking Routine of, "See-Think-Wonder".

Through learning experiences, we see how the students interact and show their understanding. We listen to their discussions. What do we notice as we observe this action? How do we record this data? How do we capture their thinking that is shown daily?

Within this modification of the 'See-Think-Wonder' routine, we simultaneously keep the 3 main questions: Where is the learning going? Where is the learner now? How do we get there? All of these ongoing questions lead to the 'what's next?' point which supports our planning for teaching and supporting learning.

5. Put on the 'noticing cap' whilst assessing

Going back to our initial question, if we are an assessment capable practitioner, we should reflect on our own assessment practice. As we have shared earlier, the assessment process is an ongoing conversation that promotes the continuum of growth. It requires us, as teachers, to continuously and simultaneously reflect and ask questions about how we assess and what we assess.

Back in December, we had a chance to have a chat with Edna Sackson. It was a productive and inspiring conversation which she followed up by writing a blog post on what it means to be 'assessment capable'. She shared provoking and reflective questions that assessment capable teachers (and learners) might ask themselves

Attributed to Yuni Santosa & Mary Kay Polly
Source: 'What does it mean to be assessment capable? '

6. Explore assessment strategies and tools

So, what does assessment look like in practice? What kind of assessment strategies do teachers use to demonstrate that they are assessment capable teachers?

As Co-founder, Global Educator Collective, Kirsten Durward said, 'Assessment is learning. Learning is assessment.' They are not done separately. Let's take a look at a few examples below that show how assessment and learning are intertwined.

In this example shared by Levi Allison, students explore different stations and self assess which stations and activities they found easy, just right, and challenging. The teacher observes and gathers data to decide next steps.

In this example of a Grade 3 Math assessment, the parent is a partner in the assessment to check for understanding about various multiplication strategies.

In this example from Toddle, the teacher assesses the learner on the co-created rubric, after the students' self-assessment. Co-creating rubrics with students allows them to become assessment capable and to develop their agency.

A few examples below show the connection between planning, teaching, learning and the assessment process in an inquiry-based approach. As Kath Murdoch in her book The Power of Inquiry mentioned, ' Teachers who use an inquiry-based approach know that assessment is very much built into the way they plan and teach. '

Using open-ended strategies provide teachers with clear information not only about what students know (knowledge) but also see how they apply the Approaches To Learning skills.

Applying Visible Thinking Routine strategies from Project Zero will help effectively guide students to think and reflect on their learning.

During our valuable chat with Edna Sackson, she mentioned, ''Everything is assessment!' If teachers put on their 'noticing' cap and keep learning, teaching and assessing side-by-side, then everything is assessment. A few examples below show the connection between planning, teaching, learning and assessing, in an inquiry-based approach.

In the example below on assessment language and the unit of inquiry by Cindy Kaardal, via Twitter, teachers assess students' understanding of features of myths. Teachers encourage students to be creative and construct features in different ways rather than simply highlight/ point out the features.

In the example below from Cindy Kardaal, via Twitter, the learning goals are shared with students, to help them understand where they are going. At the start of the year, she shares a few learning intentions which students relate to their goals and they learn identifying strategies to achieve the goal. As they get familiar with this process, they can come up with strategies/steps by themselves.

In this example from a student's Toddle journal, students upload evidence of their learning and write a reflection. The teacher is able to write individual remarks underneath the co-created rubric. This allows students to 'share their story of learning' with their parents. This is also an example of documenting and reporting where the student is given feedback to feed forward.

The example below shows how monitoring can be done on Toddle. Monitoring and analysing assessment is crucial for an assessment capable teacher so that they can evaluate and adjust their teaching to meet the needs of their students.

Now what?

Assessment should not be something that sends negative feelings and thoughts. If we, teachers, focus on the "why" of assessment, the process will become all about growth and not about failing and judgement.

So, are you an assessment capable practitioner? Let's keep the thinking going! Always keep in mind that assessment is a process, rather than a product. This will place the students at the centre of not only the teaching and learning process but also the assessment process.
' ... Learning benefits from ongoing constructive feedback and opportunities for growth,
not from continuous testing and judgement ... '
Dr. Helen Street - Contextual Wellbeing

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6 Strategies to Become an Assessment Capable Practitioner

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Get handy tips and strategies to create meaningful ongoing assessments in your classroom!

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Engagement 1 :                                                   .            

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Engagement 1 :                                                   .            

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Directions: in groups of 7-8 Sort your Evidence of Learning into the four categories

Monitoring learning aims to check learning progress against personal learning goals and success criteria. It is an ongoing daily process involving interactions between students and teachers.

Documenting learning is compiling evidence of learning. It can be physical or digital and displayed or recorded in a variety of media forms. Documentation of learning is shared with others to make learning visible and apparent.

Reporting on learning informs the learner and the learning community. “How well are we doing?” It describes the progress and achievement of the student’s learning, identifies areas for growth, and contributes to the program's efficacy.

Measuring learning aims to capture what a student has learned at a particular point in time. Not all learning can or needs to be measured. Measurement tools can be school-designed or commercial, but each provides data to support a larger picture of student achievement, progress, and learning.

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Overview: What is an Assessment Capable Learner?

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Assessment capable learners understand what they are supposed to learn, monitor their own progress, set goals, and reflect on their learning.

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This article in the Measuring What Matters issue of ASCD’s Educational Leadership magazine looks at the importance of including students deeply in the assessment process. The authors discuss the idea of “assessment-capable learners” who are aware of their own progress and can navigate their learning path. Teachers can foster “assessment-capable learners” by building student’s motivation,… Read More ›

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Directions: Groups of 4

1. Review your school's assessment policy

2. Respond to each question in the group document. HERE

3. Read and synthesize the responses.

4. Post your group's three main takeaways in this section.

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Directions: Partner

1. Read Both articles

2. Identify five key takeaways from each article.

3. Reflect with your partner on how Master's and Griffin's positions on assessment are the same and different.

4. Record in this section one change you can make in your context.

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Engagment 2: Assessing student learning: Why reform is overdue

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Engagment 2: Assessing student learning: Why reform is overdue

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Roles: Notetaker, Share out Speaker, Timekeeper

Location: Google Folder Link HERE

Directions: Groups of two to three

Count off 1-9

Start on the document with your number

1. Access each document under each domain of the graphic.

2. Determine what indicators of each area look like , sound like, and how it is evidenced.

3. Return to the whole group.

4. GO back to the document you started on.

5. Read all the findings and give a rating

of Developing, Developed, Highly Developed

6. Share what rating each group gave and your recommendations for growth.

7. How can this document be further utilized in your collaborative Professional Learning Communities?

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Uncovering the True Purpose of Assessment

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In a learner-centered classroom, assessment is done with the learner, providing opportunities for students to show what they can do.

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How can I ensure my assessment practices are informing the learner, learning and teaching and the learning community?

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How can I ensure my assessment practices are informing the learner, learning and teaching and the learning community?

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In what ways am I inquiring into my personal assessment practices and can see possibilities for modification?

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In what ways am I inquiring into my personal assessment practices and can see possibilities for modification?

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How is learner agency supported through my assessment practices?

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How is learner agency supported through my assessment practices?

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Engagement 2: Tools and strategies to monitor, document and measure learning

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Engagement 2: Tools and strategies to monitor, document and measure learning

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Start with Assessment from Principals to Practice.

Look for tools for monitoring, Documenting, recording, and measuring learning.

LINK your resources HERE

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What conditions are necessary to leverage feedback to feed forward in our classrooms effectively?     

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Activator 1: Click on the image to go to the Padlet

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Activator 1: Click on the image to go to the Padlet

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Aspen : PYP educators consider the following questions when designing assessments

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Engagement 1: Design an assessment or reflect on a unit of Inquiry.

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Engagement 1: Design an assessment or reflect on a unit of Inquiry.

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1. In groups with your grade level or domain.

2. Choose a Unit of Inquiry to design an assessment or use the audit rubric to reflect on a unit of inquiry.

3. Work in Toddle.

4. Choose a presenter to share with the whole group

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What are ways to overcome the challenges presented?

In triads:

1. Read the case studies. HERE

2. Choose one to focus on.

3. Post a short description of a challenge from the case study and some solutions in the thread below.

4. Read others' posts and comments or like one post.

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How can student voice, choice, and ownership be supported through my assessment practices?

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Link HERE

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Use feebcak to feed forward image for Nano PD on padlet (1)

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Engagement 2:                                    Using Feedback to Feed Forward:       A Three-Phase Approach

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Engagement 2:                                    Using Feedback to Feed Forward:       A Three-Phase Approach

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Choose an option:

1. Phase one: Cognition (Planning) HERE

2. Phase two: Metacognition (Self-monitoring) HERE

3. Phase three: Evaluating (Volitional script) HERE

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Engagement Title: Using Feedback to Feed Forward: A Three-Phase Approach to Empower Student Learning  Objective: Teachers will develop a strategic plan to use feedback to enhance student learning by feeding forward through the cognitive (planning), metacognitive (monitoring), and volitional (evaluating) phases. The goal is to equip students with the tools to make informed decisions based on feedback, promoting self-regulation and ownership of learning.

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Questions

Teacher Reflection:

What have you learned about using feedback to feed forward in these three phases?

How can we create a classroom culture where feedback is seen as a tool for continuous growth?

Action Plan:

Teachers outline how they will integrate this feedback model into their upcoming lessons.

Share strategies for using feed-forward techniques in conferences, self-assessment, and peer-feedback sessions.

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1. Go through and like or comment on the assessment your colleagues have designed.

2. Refer back to your goals for the workshop and monitor/evidence your learning.

3. Respond to a reflective thread in your journal or your digital portfolio.