Standard 11: Standards-Based Assessment

Reflection:

Standard 11 states teacher leaders utilize formative and summative assessments in a standards based environment.  To gain knowledge and skills surrounding this important aspect of teaching, I engaged in a multitude of learning activities in the course “Standards-Based Assessment”. 

Prior to EDU 6613 I knew my assessment practices needed some adjustments.  The school in which I work, already uses standards-based grading, and we have received quality instruction on how to best implement this assessment style.  However I still did not feel confident in the ways I assessed students.  After the first couple weeks of the class I formulated two areas of focus for my teaching and assessment practice.  These two areas are: 1) Communicating learning expectations to students. 2) Giving effective feedback in diverse ways.

Students in my class have voiced their concerns on “why do we need to know this?”.  Something I put in the back of my mind is unpacking what the learning target or unit goal is and what it is asking of the students.  Sharing the learning expectation is crucial for student engagement but it also sets up the assessment at the end.  By clearly defining and communicating the learning expectations, the students know what it is their doing, but more importantly what it looks like to be successful with their learning.  This unpacking creates a clear path for the students to walk down.

         Second, effective feedback was addressed in module four as well as my “Assessment into Action” paper.  Through my interaction with peers in the discussion board, as well as the research process, I discovered many useful strategies and ideas to implement into my classroom.  From John Hattie (2007), I learned three essential questions in which all feedback should answer: “Where am I going? How am I going? Where to next?” (p. 86). These three questions should be used as a rubric for the teacher to assess their own feedback given to the students, ensuring the information is communicated thoroughly and addresses all aspects of student learning.  Another resources entitled, “Developing an Effective Teacher Feedback System” communicated the importance of developing a culture of feedback.  Within this culture students are exposed to a high amount of feedback that is built upon respect and trust. “Research has shown that individuals are more likely to absorb feedback if they believe it is for their development and growth, rather than seeing it as strictly for judgement” (Park, Takahashi, and Taylor, 2014, p.7).  Lastly, and probably most important is the principle provided by Grant Wiggins in which “less teaching plus more feedback is the key to achieving greater learning” (2012.).  Good feedback is essentially what does the teaching.  This is the tool for leading students to learning and uncovering the material for themselves.  Quality and effective feedback is the main driver of forward progression in the classroom.

        By deepening my understanding of sharing learning expectations, I am developing a stronger sense of the assessment practice.  What happens prior to the assessment is important to the assessment itself.  Similarly, effective feedback is focused on the area after the assessment, which is just as important. Assessment must be seen as a larger entity, not just a score in the grade book.  Both takeaways extend my view and understanding of what it means to implement sound assessment practices. 

         In the future I will implement my takeaways from this course.  First, I will set aside the necessary time to communicate, orally and/or visually, the learning expectations.  I will also engage students in quick discussions on what that means to them.  “What is your job as a student?  How do you think you might accomplish this goal? What skills are needed to complete this task? What challenges do you think you’ll face? What do you think we’ll do with this learning?”  These questions are meant to probe their thinking about the task at hand.  In regards to feedback, I will use “Plickers” to gather assessment data as well as implement my action plan as stated in my research paper.  “Plickers” will be used sparingly as it takes significant time, however it is a wonderful tool for assessing students in a fun and engaging way.  The action plan of my research paper outlines three concrete steps I will take to deepen my feedback.  In summary the three steps of my action plan are as follows:

1.  Implement “Quick-and-Quiet” feedback to challenge or praises a student’s ability and understanding.

2.  Build a classroom culture of continuous feedback

3.  Utilize assessment data to deliver whole group feedback that successfully answers the three questions of “Where am I going? How am I going? Where to next?”

            At this point in time, almost one year after taking this course, I can honestly say I have placed even more of a premium on quality feedback and sound assessment strategies.  As I reflect more on teaching as a whole, I have realized the importance of understanding everyone’s roles in the classroom.  As I tell my students daily, “it is not your job to be perfect, it is your job to be better”.  Or another saying you might hear is “it is not your job to be perfect, it is your job to try your absolute hardest”.  Once students have “done their job” of trying hard or trying to be better, it is then my job to provide quality feedback that ensures growth or at the very least confirms the student is on the right track.  As I stated prior, providing feedback through assessment data or some form of verbal feedback, is the true instructional tool.  The formative and summative assessment processes, coupled with feedback are where teachers should focus their attention.  It is in this area in which we have the power to guide students to success. 

More recently, I have understood the power of formative assessment.  Previously, I did not fully realize what a formative assessment actually was and its purpose in the classroom.  However, through this course and other reflections, I now view formative assessment differently.  Instead of formative and summative, I like to view assessments as being “of” learning and “for” learning.  In this case, assessments “of” learning are summative in nature, while assessments “for” learning are seen as information to use when gauging possible next steps.  As mentioned by Joe Siedlecki (2012)“Assessment FOR learning embeds assessment processes throughout the teaching and learning process to constantly adjust instructional strategy”.  When viewed in this frame it becomes clear how important quality assessment practices and feedback must be in any classroom.  As beautifully stated by Dylan William (2013) “It is only through assessment that we can discover whether the instructional activities in which we engaged our students resulted in the intended learning. Assessment really is the bridge between teaching and learning” (p. 15).

Sources:

Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. doi 10.3102/003465430298487

Park, S. & Takahashi, S. & White, T. (2014). Developing an effective teacher feedback system. Retrieved from https://www.carnegiefoundation.org/wp-content/uploads/2013/08/CF_Feedback_90DC_2014.pdf

Siedlecki, J. (2012). Education testing: Assessment of learning versus assessment for learning. Retreived from https://www.msdf.org/blog/2012/05/education-testing-assessment-of-learning-versus-assessment-for-learning/

Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/seven-keys-to-effective-feedback.aspx

William, D. (2013). Assessment: The Bridge between teaching and learning. Voices From the Middle, 21(2), 15-20.

Artifacts:

Assessment Into Action

Learning Progression

Half Note Rubric