Honor Agency Through Assessment by Erin Kent

Handbook of Self-Regulation of Learning and Performance

erin77 — 2021-06-16 07:27:48 UTC

Edited by Dale H. Schunk and Jeffrey A. Greene

Developing Assessment-Capable Visible Learners, Grades K-12

erin77 — 2021-06-16 07:28:58 UTC

Nancy Frey, John Hattie, Douglas Fisher

Assessment for Teaching

erin77 — 2021-06-16 07:29:08 UTC

Patrick Griffin

Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation

erin77 — 2021-06-17 18:15:31 UTC

Heidi L. Andrade and Margaret Heritage

Characteristics of Assessment-capable Learners

erin77 — 2021-06-18 11:50:52 UTC

High-leverage Practices to Empower Assessment-capable Learners

erin77 — 2021-06-18 11:51:21 UTC

EKC

The Power of Agency

erin77 — 2021-06-20 08:19:59 UTC

Dr. Paul Napper and Dr. Anthony Rao

EKC Facebook Group

erin77 — 2021-06-21 17:51:06 UTC

Connect with educators around the world!

Tonya Gilchrist

erin77 — 2021-06-21 17:52:05 UTC

Twitter: @mrs_gilchrist
Blog: tonyagilchrist.com
Email: tonya@erinkentconsulting.com
Website: erinkentconsulting.com

Optional: Include your contact information below, so we can keep our global collaboration going! :)

erin77 — 2021-06-21 17:52:25 UTC

Challenge and Productive Failure

erin77 — 2021-06-22 09:35:16 UTC

Frey, Hattie, and Fisher (2018)

What is learning?

erin77 — 2021-06-22 10:01:46 UTC

Collaborative Jamboard

Nita Luthria Row

2021-06-22 11:06:20 UTC

Twitter: @knitarow
Email: nita.row@bis.edu.in

Kristin Terrell

2021-06-22 11:06:42 UTC

Twitter: @ktofua
Email: ktofua@hotmail.com or kterrell@daiskz.org

Ketaki Kapoor

2021-06-22 11:06:51 UTC

Twitter: @KetakiKTweets
Email: ketaki.kapoors@gmail.com

Minaal Amin

2021-06-22 11:07:02 UTC

minaalamin88@gmail.com
Twitter: @minaalteaches

Meredith Bosco

2021-06-22 11:07:20 UTC

American School of Madrid Learning Support Coordinator
Email: meredithbosco@asmadrid.es

Mary Rossi

2021-06-22 11:07:21 UTC

Twitter: @teachthenbeach
Email: mrossi@dunecrest.ae

Joshua Johnson

2021-06-22 11:07:26 UTC

Email: joshua.johnson@kis.or.kr

Kanchan Sharma

2021-06-22 11:07:29 UTC

Email: kanchanhara@gmail.com
Twitter: @kanchanhara

Erin Pade

2021-06-22 11:07:34 UTC

erin_pade@fis.edu
@Assess4learning
assessment4learning.net

Ula Konczewska

2021-06-22 11:15:27 UTC

Email: ula.konczewska@aisdhaka.org or u.konczewska@gmail.com

Twitter: @ula_kon

Assessment/TCRWW

2021-06-22 11:35:46 UTC

I wonder how Workshop teachers can integrate "Assessment for Learning" more frequently during Readers & Writers lessons? (i.e. What if everyone isn't at the same point in their writing process/what they are working on doesn't match with the lesson's teaching point?)

Assessment Reading Workshop

2021-06-22 12:08:47 UTC

I feel like I'm teaching to the assessment and not just seeing how the kids are growing in reading. What types of authentic assessments do we do in readers workshop?

Reading Workshop

2021-06-22 12:14:34 UTC

In response to the last post, I use daily conferencing as my way of assessing student growth in reading, but I've found that it is important to have an easy and consistent way of recording information during a conference. This could be a checklist, or a rubric.

TCRWW

2021-06-22 12:17:34 UTC

It's true that usually students aren't at the same place during WW units. I still teach the scheduled mini lesson, but I make sure that resources are available that students can refer to, or that I can use during conferencing, to review those skills that students maybe weren't ready for when I taught the mini lesson. These could be a recorded lesson, a video, or a poster. I put a lot of resources in our shared Google Drive folders that students can access during writing time.

Kim Wood

2021-06-22 12:21:55 UTC

kimberley.wood@imagineschools.org
@mom2punkerdoo

Michael Reid

2021-06-22 12:29:58 UTC

michael.reid@kaust.edu.sa

@michaelreid89

Amparo Clemente

2021-06-22 13:11:00 UTC

aclemente@scollege.cl
amparoclementemartinez@gmail.com

Kristin

2021-06-22 13:30:37 UTC

Gots: It was great going into the definitions of the terms so we're all on the same page. The characteristics of assessment-capable learners was especially helpful.
Wants: I'm sure we're get into this, but I'm all about the practical: how does this look in real units, especially science and social studies units, too, if possible.

Nita

2021-06-22 13:30:45 UTC

Gots: The agency quadrant
Building assessment-capable learners — loved the specific strategies

Wants: Culturally, students in India tend to be dependent on the teacher to make the decisions and help them. That's their expectation and it is fuelled by their parents as well. How might we help wean them off this and become more independent and trusting of their own capability?

Meredith

2021-06-22 13:30:56 UTC

Gots: overview of assessment and four dimensions. Time to reflect on personal practice. Ideas for developing agency

Wants: ideas for sharing progress with community/families, examples of different assessments

Kanchan

2021-06-22 13:31:02 UTC

GOTS: The relationship between Agency and metacognition, Prioritizing time for Monitoring learning, The concept that surface learning is important to translate to transfer learning, -Providing learners with the tools to be agentic
WANTS: Developing agency and assessment capability in early years-

Ketaki

2021-06-22 13:31:19 UTC

Gots:
-"Aha" of how agency and metacognition go hand in hand.
-How as teachers / facilitators we can support learner agency.

Wants:
Some exemplars of what agency looks like, feels like, sounds like.

Josh

2021-06-22 13:31:54 UTC

Gots: The importance and interplay of surface learning, deep learning, and transfer of learning to concept-driven learning.
Wants: What strategies could we implement in our learning spaces to enhance student vulnerability?

Mary

2021-06-22 13:31:54 UTC

Gots: How I can apply today's session to my class next year

Wants: (If possible/relevant) more connections to integrating Agency + Assessment into the meat of a TC unit (so aside from pre/post). Thank you, Tonya!! <3

Minaal

2021-06-22 13:31:55 UTC

Got: The agency quadrant, a reminder of the different types of assessment and the building assessment capable learners. That last part was something new for me and I'm excited to delve into this further.

Want: How to share and use standards and outcomes in a purposeful way with students. Apart from showing them to students how can they also use those themselves as an assessment tool?

Erin

2021-06-22 13:31:59 UTC

Gots: Making it clear for students what the shared expectations are, and what they can do to solve problems independently.
Wants: Still wondering about how we can show students where we are going without overwhelming them at the beginning of a unit

LeeAnn

2021-06-22 13:32:15 UTC

Gots: Nice to have the characteristics of assessment capable learners named.

Wants:

Nancy

2021-06-22 13:32:18 UTC

Gots: Getting a better idea of everything that includes agency.
Wants: Be able to see how it would work for me as I won't have a place.

Ula

2021-06-22 13:32:27 UTC

Gots: Really loved the list of skills that assessment-capable students have.
Wants: I always appreciate examples from classrooms and teachers that represent the ideas we have discussed in action.

Kim

2021-06-22 13:32:47 UTC

Gots: Clear list of characteristics of assessment capable learners

Wants: Tools for teachers to help build these characteristics in their students.

Michael

2021-06-22 13:33:27 UTC

Gots- Reflection on list of characteristics for assessment capable learners.

Wants- how to foster intrinsic motivation?
What learning experiences allow for students to show transference?

Susan

2021-06-22 13:39:29 UTC

Gots: Teacher clarity is working with students to co-create the expectation, not just communicating the unit expectation

Wants: Want to look at some examples of co-created learning progressions for grade 3 reading and writing units if possible

Here's the study I mentioned in response to our group wondering. :)

erin77 — 2021-06-22 15:43:55 UTC

Here's the TedTalk Nita lifted up for us when discussing the wondering, too. :)

erin77 — 2021-06-22 15:47:55 UTC

Nita

2021-06-23 10:07:34 UTC

A Gallery Walk of Tools to Empower

erin77 — 2021-06-23 10:37:09 UTC

EKC

Nancy Acosta

2021-06-23 10:44:28 UTC

nacosta@cms.edu.do
nancy.a19@gmail.com
@nancya19

Examples of co-constructing success criteria

2021-06-23 11:45:08 UTC

Any reading materials, blogs, videos, books to refer to?

LC - Forever Stance

2021-06-23 12:17:23 UTC

I wonder if Lucy Calkins sessions already guide using A Forever Stance or this is something TC educators need to think more about? Furthermore, I think I could add microprogression and repertoire strategies more often as I teach sessions

What makes for an agentic environment?

erin77 — 2021-06-23 12:31:49 UTC

Ketaki

2021-06-23 12:39:50 UTC

Gots: "Feed up" is a new term. Building assessment capable learners - exemplars of what it looks like to honouring learner agency.

Wants: Just a wondering - whether agency is always tied up with assessment? What other examples can I link learner agency to?

Feedback Loop

2021-06-23 12:43:36 UTC

This is powerful to co-construct the success criteria. I wonder if I will be able to provide effective models and examples to ignite this.

Leveled Libraries

2021-06-23 13:11:28 UTC

TC has states a % of classroom libraries that should be leveled- ;with your statements on not sharing reading levels with students, should these visu
al levels be removed?

Self-Reported Grading

2021-06-23 13:11:37 UTC

If we use rubrics/progressions for giving teacher "grades"/feedback, is that just as bad as giving a letter or number grade?

LeeAnn Kasal

2021-06-23 13:13:00 UTC

lkasal@cacegypt.org
@LeeAnnKasal1

Kristin

2021-06-23 13:29:47 UTC

Gots: Having kids set their own goals and self assess is super impactful!

Wants: How do the TC Reading End of Unit assessments tie into this? I feel like I'm trying to get my kids to respond in the ways that the progressions show, but then I feel like I'm just telling kids how to think and write.

Erin

2021-06-23 13:30:28 UTC

Gots: You can't connect the dots if there are no dots
Wants: How can we find time to prioritize this kind of work amongst a very packed curriculum?

Nita

2021-06-23 13:30:30 UTC

Gots: It really made a lot of sense that the two most impactful factors in developing assessment-capable learners reflected the power of the student in charting their own course in the journey of learning, i.e. self-reported grades and student expectations of their learning.
That's what developing agentic learners is all about, isn't it? The teacher's role is to help them get into the driver's
seat.

Kanchan

2021-06-23 13:30:30 UTC

GOTS: Asset based philosophy and the FOREVER stance synergizing with everything, Instructional design leads to agency
WANTS: How do the Assessment Tools and Strategies fit in with Agency, provided we try and balance all within a year?

Josh

2021-06-23 13:30:34 UTC

Gots: The importance of using the feed up, feed back, and feed forward process. Also, how huge of an impact student self reported grades can have.

Wants: More information on how to support students in generating self reported grades.

Nancy

2021-06-23 13:30:43 UTC

Gots: I find the Feedback Loop very interesting and crucial.
Wants: I would like to provide powerful feedback in a timely manner. I guess that I need to work on my Teacher clarity.

Ula

2021-06-23 13:30:50 UTC

Gots: Appreciated all the examples shared. Co-creating tools with learners.
Wants: I'm wondering if anybody has experience with implementing Story Workshop in the Upper Elementary classrooms. (I'll look up Pernille's blog post - thank you!)

Kim

2021-06-23 13:31:06 UTC

Gots:
Needing to look for the evidence of invitations in our teaching and learning.
Feedforward is the crux.

Wants: How might we embed a Forever Stance?

Minaal

2021-06-23 13:31:34 UTC

Gots: I'm now thinking about the way our writing pieces are connected to our units of inquiry and how necessary this always is. Whether its helping or hindering. I'll take these thoughts forward to next year.

Wants: How can I give students more agency with using outcomes for math units? Thinking about the 3 'feeds', how can they track their journey in a simple and effective way?

Amparo

2021-06-23 13:31:38 UTC

Got: co-creating the tools with students. I loved to see the impact of each of the components

Beth Swartz

2021-06-23 13:32:28 UTC

e.swartz_daa@gemsedu.com

Michael

2021-06-23 13:32:33 UTC

Gots: lots of scaffolding and explicit use of language

Wants: More research to support assessment through agency

Repertoire charts

2021-06-23 13:39:43 UTC

was wondering about some more examples about these

Documenting agency

2021-06-23 13:45:59 UTC

How do we formally document VCO in the PYP planner with authenticity

Designing assessment with students

2021-06-23 13:47:23 UTC

Always wondered how this would look like in translation- as most assessments are teacher designed. How do we design assessments for our units with students?

Susan

2021-06-23 13:49:31 UTC

Gots: It was so helpful to see some examples of how others have created the student agency in the classroom. I’m definitely borrowing (?) some of the ideas... :)

Wants: The majority of my parents value standardized tests (MAP tests) and sometimes judge their child’s progress based on their score. Do you know any good resources that I can share with these parents?

Peer Feedback

2021-06-23 13:53:34 UTC

How do we model what it looks like for students? how can it be made genuine so that students value it?

Inquiry Mindset: Assessment Edition

erin77 — 2021-06-23 16:58:39 UTC

Trevor Mackenzie

Choice Words: How Our Language Affects Children's Learning

erin77 — 2021-06-23 17:18:05 UTC

Peter H. Johnston

Story Workshop: New Possibilities for Young Writers

erin77 — 2021-06-23 17:18:22 UTC

Susan Harris MacKay

Chartchums

erin77 — 2021-06-23 18:41:25 UTC

A treasure trove of ideas!

Toolkits: A folder with many examples...

erin77 — 2021-06-23 18:41:40 UTC

EKC

What's the Best That Could Happen?

erin77 — 2021-06-23 19:32:13 UTC

Debbie Miller

Culturally Responsive Teaching and The Brain

erin77 — 2021-06-23 19:32:32 UTC

Zaretta Hammond

My one-pager for Day 2

2021-06-24 04:56:07 UTC

Environment as the Third Teacher

erin77 — 2021-06-24 05:12:23 UTC

Margie Carter

Classroom Library Design

erin77 — 2021-06-24 05:14:03 UTC

Tammy Mulligan & Clare Landrigan

Text Levels - Tool or Trouble?

erin77 — 2021-06-24 05:16:23 UTC

Irene Fountas (2013)

More on Text Levels

erin77 — 2021-06-24 05:16:32 UTC

Irene Fountas (2015)

A Level is a Teacher's Tool, NOT a Child's Label

erin77 — 2021-06-24 05:16:43 UTC

Fountas & Pinnell (2016)

Thinking Outside the Bin: Why labeling books by reading level disempowers young readers

erin77 — 2021-06-24 05:16:51 UTC

School Library Journal (2017)

Three Myths About “Reading Levels”

erin77 — 2021-06-24 05:16:59 UTC

Psychology Today (2017)

Guiding Readers by Interest, Not Level

erin77 — 2021-06-24 05:17:10 UTC

Fountas & Pinnell, School Library Journal (2018)

Level Books, Not Children

erin77 — 2021-06-24 05:17:19 UTC

Fountas & Pinnell (2019)

On “Easy” Books…Again

erin77 — 2021-06-24 06:20:49 UTC

Pernille Ripp (2021)

Killing Joy via Logs

erin77 — 2021-06-24 06:25:30 UTC

Crystal Godsiff (2020)

jotting

2021-06-24 11:16:32 UTC

Many students say that jotting also takes out the joy of reading. How can we respond to this so that students have joy but do this work?

Kristin

2021-06-24 13:27:35 UTC

Gots: Think about what the unit is about, what the thru-thread is, and then use that to plan for what to assess.

Wants: I would love 18 minute messages on your thoughts on the End of Unit TC reading assessments.

Michael Reid

2021-06-24 13:41:27 UTC

Next steps;
-Continue to make students part of the assessment process using the micro-progressions.
-Use anchor charts as tool for students to go to.

Minaal

2021-06-24 13:42:10 UTC

Gots:
Permission to shed. This has totally changed my perspective on what I'm doing with all the teaching tools in my basket.

Wants:
I need time to come back to all my thoughts at the start of the next school year to see how I can start making changes.

Time to zoom in on macro and micro progressions (within my grade level's standards and outcomes) to share with students so that they can use them as assessment tools.

Kim

2021-06-24 13:46:34 UTC

Gots: Look for the invitations for voice, choice and ownership in all aspects of our time with students.

Next Steps: Work to develop self-adjusters using the Forever Stance when provdiding feedforward.

Nancy

2021-06-24 13:50:27 UTC

Gots: Feedback is very powerful to open your students minds to discover where they are standing and where they need to go. They need to be part of their learning process. Awareness keeps being the key for me.
Wants: Learn to give meaningful feedback to ALL of my students, and focus on those that need it the most. Time keeps being my weakness.

One Central Idea: Between, Across, and Beyond the Disciplines

erin77 — 2021-06-24 13:55:11 UTC

EKC

One Central Idea Between, Across, and Beyond the Disciplines with Staggered Timing

erin77 — 2021-06-24 13:55:22 UTC

EKC

Sample Section of G3 Checklist: Conceptual Understandings

erin77 — 2021-06-24 13:55:30 UTC

EKC

Honoring All Languages in Literacy

erin77 — 2021-06-24 13:56:23 UTC

EKC

Supporting Culturally and Linguistically Diverse Learners

erin77 — 2021-06-24 13:56:37 UTC

EKC Connections: Interview with Dr. Andrea Honigsfeld

Stages of English Language Proficiency

erin77 — 2021-06-24 13:56:52 UTC

EKC

Honoring All Languages in Literacy Instruction

erin77 — 2021-06-24 13:56:59 UTC

DisruptED TV

Myths about Bilingualism

erin77 — 2021-06-24 13:57:11 UTC

François Grosjean

Amplifying Metalinguistic Awareness

erin77 — 2021-06-24 13:57:32 UTC

EKC

Translanguaging by the Numbers

erin77 — 2021-06-24 13:57:57 UTC

EKC

Some possibilities...

erin77 — 2021-06-24 14:11:12 UTC

EKC

If/Then Partner Cards

erin77 — 2021-06-24 14:15:19 UTC

Lanny Ball

Considerations for Assessment of Learning

erin77 — 2021-06-24 14:28:51 UTC

EKC

2021-06-25 04:54:57 UTC

Balancing Volume and Writing About Reading

erin77 — 2021-06-30 11:07:10 UTC

Anna Cockerille

Reading with Authenticity

erin77 — 2021-06-30 12:29:04 UTC

Kylene Beers and Bob Probst

Some Authentic Reasons to Write About Reading...

erin77 — 2021-06-30 12:37:00 UTC

Katie Clements (2019)

Rethink Reading Logs

erin77 — 2021-06-30 13:06:23 UTC

Harvey, Ward, Hoddinott, and Carroll (2021)

Revising the Classroom: Adventures in Flexible Seating

erin77 — 2021-06-30 13:14:54 UTC

Kathleen Neagle Sokolowski (2019)

Embedding Formative Assessment: Practical Techniques for K-12 Classrooms

erin77 — 2021-06-30 13:21:26 UTC

Dylan Wiliam and Siobhan Leahy

What Are the Best Classroom Seating Arrangements? (Part 2)

erin77 — 2021-06-30 13:48:44 UTC

EdWeek (2019)

What Are the Best Classroom Seating Arrangements? (Part 1)

erin77 — 2021-06-30 13:51:16 UTC

EdWeek (2019)

Amplifying Metalinguistic Awareness

erin77 — 2021-06-30 15:22:42 UTC

EKC

Reflective Practice to Empower Self-Adjusters

erin77 — 2021-06-30 15:32:25 UTC

EKC

Creating Space That Builds Community

erin77 — 2021-06-30 15:45:57 UTC

Christine Hertz and Kristine Mraz