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Using Grant Wiggins and Jay McTighe's Understanding by Design model, I want to help students become aware of the end goals for any activity or project. Also, In Equity and Assessment, Courtney Brown advocates to "empower students to recognize and develop their own talents and skills." I hope to encourage the students to find meaning and relevance in their work.

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I want to stop using the same rubrics and same activities for all students if possible.

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I want to continue to provide more choices on projects and time for improvements and have the students develop confidence to self-assess themselves.

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Full disclosure: I’m coming at this from the point of view of an administrator, so some of this has more to do with things I want our school/teachers to start, stop, and continue doing. (I taught for 20 years before I went into admin, however, so I feel like I can empathize with the teaching experience!

One of the things from the podcast made me think that I want to start sitting down with teachers to look at their grade books. I don’t just want to look at them out of context (I can do that without them!); I want to hear the rationale behind why teachers have their gradebooks structured as they do. I think this is a good opportunity both for me to understand them but also for the teachers to self-correct as they are explaining; I imagine some teachers will realize issues/problems with their approach as they explain.

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Two things:

1. “Dean’s List” & “Head’s List” for high GPAs each quarter

2. Academic-heavy end of year awards ceremonies.

I like this definition from Alfie Kohn on Twitter:

a-wards as-sem-bly  n.  An event, often held in an auditorium, that instantly transforms most people present into losers -- while simultaneously undermining the intrinsic motivation, self-confidence, and collaborative orientation of winners and losers alike

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Supporting teachers as they experiment with their grading practices so that they can try things out, reflect, learn, and improve. We recently communicated to parents that this is what is happening this year as we are making improvements to our grading policies and practices; I think teachers appreciate the space to take risks.

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I would love to ditch the MYP Design criteria completely! I think I do a good job of crafting projects that ask students to solve problems and think like designers: empathizing, defining, ideating, prototyping, testing, and launching idea. Then I have to reframe a fluid process around clunky criteria which often hinder the flow I am working hard to cultivate. What if the criteria were based on a student's ability to inquire, ideate, create, organize and evaluate - but with a more holistic set of 'goalposts" to identify areas of strength and growth along the way? According to the "Principles of Good Practice" article, this kind of approach would really open up the learning and help students to identify areas that are transferable skills to other subjects and to life and help them see where they are strong and where they need to push harder/further. It is likely a pipe dream but I feel like any MYP Design teacher will agree that the criteria as they stand do not support a fluid design thinking process (regardless of how many arrows you throw on the diagram!).

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I really don't know. I feel a little bound by the criteria and the way the system is structured. I think the best thing for me to stop is the idea that I can't change it. Because of course I can. I just have to figure out how that might look and how it will better serve the needs of my students. We have a lot of flexibility within our school and I think we have the mindset that would recognize the inherent bias within the way the criteria is structured and that in order to better support our kids, it needs to look different.

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I want to continue offering opportunities for kids to re-submit their work. No grade is ever final for me. If someone reads my feedback and wants to do more work in response to that feedback, my response is always to encourage that behavior. We talk about agency a lot - what is a greater example of agency than someone who questions, advocates, does more work, and seeks to improve their understanding (and, let's be honest, their grade)?

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Start offering a variety of ways to demonstrate mastery. “How many different ways can we assess key skills?”

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Continue incorporating choice boards and projects to encourage student agency.

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Right now, I am ready to assess what I teach and teach what I assess (to borrow a line from the CPET Equity & Assessment article). I am also ready to get rid of the “skillful” category on my grading rubrics and shift them to “proficient” and “not yet.” - Kathy

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Frankly, I want to stop giving grades. I want to focus on providing learning experiences, sharing feedback, and helping students improve. I want to figure out how to clearly see that a student has demonstrated competency in a particular skill, note that, and then move on! - Kathy

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I want to continue not including behaviors (attendance, late work, etc.) in my grading, and I want to keep giving students opportunities to make up missed work. - Kathy

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Stop assuming “that certain students know to seek help when they are struggling…students at higher risk for struggling academically are often less likely to seek help and support.”

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Start (Mila)
looking for more feedback opportunities (Hudson on Feedback Ecosystem), and looking intentionally and critically at the feedback avenues I already employ

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making assumptions about what is behind outcomes/student performance and the most effective roads to learning.

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reaching out to students for feedback on what works for them and asking them to think about how they learn, what they learn

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I want to stop spending so much time correcting IB assessments

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I want to stop spending so much time correcting IB assessments

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I want  to continue giving my students choice on types of assessments

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I want  to continue giving my students choice on types of assessments

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I'd love to stop comparing kids to each other in assessments. It always feels like the shuffling.

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I want to continue to give time. Not every student can master a standard at the same time.

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For some time, I asked my students to self-assess their learning by using a screencast to walk me through how their work met our criteria. Recently, I've offered more ways to self-assess. Students can still make a screencast, or meet with me over Zoom, or make a slideshow. I see students choosing the variety of options.

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While I've done a lot of work to simplify and objectify my standards on writing assignments, I can see that I don't have a design for a document that sends a visual signal that "this is an important list of what I need to demonstrate." I want the routine of where to find the list, what it looks like, and how it's used to be even more thoughtful in its design.

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In listening to the Podcast what stood out most for me was how each Canadian educator acknowledged the ancestral lands where they teach.  This is practice that I think if incorporated would be extremely impactful here in Hawaiʻi.
As for assessments, I want to start looking at the experiences that lead to outcomes.
"Assessment can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole of their learning."

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I would like to stop having all students work at the same speed, and focus on formative assessments.

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Since the beginning of the pandemic I have tried to change my assessment style.  I want to offer students variety and choice, but also want to incorporate application of what they have learned.  How can students use what they know to communicate? And then, assess, are students proficient or is there room for growth?

"Instead of focusing assessments on acquisition or mastery of rote skills or procedures, we can aim to emphasize reasoning and problem-solving skills."

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I want to stop using multiple choice assessments for vocabulary tests. I want to dedicate more time to writing my own so that students can demonstrate their understanding of the words through different modes (sentences, fill in blanks, matching, etc.) This will more accurately mirror and assess with what they practice all week long.

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I want to start incorporating cultural discussion in my classroom. This will give students a platform to share about their background, feel hears and for the rest of us to expand our worldview.

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I want to continue to give my students a say in their learning. I often listen to their interests and build curriculum to fit that.

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I think providing more choice in what and how to learn would help in making assessment more valuable and relevant to the learners.

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I would like to START soliciting feedback from my kindergarten students after the first month or two of school. (I ask them what they would like to learn in kindergarten at the start of the school year and they have some interesting and funny responses as they haven't experienced kindergarten yet.)I would like to ask the kids what they think they're good at, what they think they have learned so far at school, what they want to improve on/get better at, and what they think I can do to help them achieve their goals.

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I would like to either STOP using some of the benchmarks on our kindergarten report card OR stop/change our admission policy. I have students with over a year difference in age. I have students who start the school year at 6 years old and students who will be 4 years old until the end of December. Having this age-range is fine, EXCEPT for the report card designed for all of them. Of course, this is not my decision to make.

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In regards to the YouTube video about teaching for mastery, kindergarten teachers already teach for mastery. We don't say, "You get a 50% because you know only half your alphabet." We keep teaching and re-teaching in various ways until everyone knows the alphabet! I would love to continue the way I do many assessments. Many assessments seem like games or "play" to my students. For example, each will have several turns being the "finder" when we play hide and seek. I can assess whether or not they can count to 100 by ones, count by 2's, 5's, and 10's, when we play this game.They have opportunities to show "improvement" and mastery. When we fill our coconut tree with Chicka Chicka Booom Boom letters I am assessing their knowledge of the alphabet, "Who has the letter that begins the word apple?" There are several "games" I play that are actually assessments.

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I want to create Rubric based on the learning outcome as well as the learner. For example, some of my students struggle in writing narratives and adding detailed illustrations. I would like to include this in my writing rubric, so that my students improve in that area.

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I would like to give my student a variety of choice while learning the same subject/ topic while using a choice board. This allows the different type of learners to grasp the same concept but in a variety of ways.

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I am ready to continue looking for strategies that allow me to make students aware of the objectives of the activities they develop. That will make them more hooked and increasingly autonomous in their learning. (Grant Wiggins and Jay McTighe)

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I want to change the design of the rubrics to make them really talk to students about their achievements and areas for improvement.

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Continue to work with TCRWP, on evaluation across projects using design thinking and individual lectures. Put more emphasis on self-assessment.

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A practice I want to start is to include more of the alumni and outside guests to be part of the assessment process.

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I often work towards mastery and rubrics are co-constructed rather than 'points' but I do want to work on being more explicit in the criteria

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I want to continue having the students work through the assessment and marks with the teacher to unbalance the power that teachers hold over students

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A practice I want to start is using student rubrics on assignments and provide more time for student reflection. I think that sometimes in elementary classrooms rubrics are overlooked. However, because I am teaching fourth grade, I think this would be a great time implement them. Rubrics can provide clear expectations for assignments so that students, families, and teachers are all on the "same page'.
I would also like to implement student reflection on assignments, including prompts such as their overall understanding on the topic, what they enjoyed, what they did not.