what we’re going to do: explore the teacher perspective on assessment
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What We’re Going To Do: Explore the teacher perspective on assessment Use design thinking to understand how students experience assessment Use our insight into student experience as a way to examine assessment practices Share some best practices from schools around the country - PowerPoint PPT PresentationTRANSCRIPT
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What We’re Going To Do:• Explore the teacher perspective
on assessment• Use design thinking to
understand how students experience assessment
• Use our insight into student experience as a way to examine assessment practices
• Share some best practices from schools around the country
• Think through how to take it back
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Tell someone about a time that student assessment has been painful or difficult for you as a teacher.
• Time – meaningful assessments take a lot of time
• Putting forth effort to give meaningful feedback when students haven’t done a lot of work themselves
• Students don’t look at feedback• Final assessment doesn’t reflect effort• Students sharing grades
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Assessment Tools• Summativ
e• Formative
Judging• Evaluatio
n• Measureme
nt• Scoring
Feedback• Grades• Narrativ
e• Rubrics
The Assessment Process
“Assessment”
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What’s the problem (from a teacher perspective?)
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“Design Thinking”1. Empathize2. Define3. Ideate4. Prototype5. Test
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Things to remember about ethnographic research.1. It’s not a survey. 2. Seek to understand
motivations, values, perspectives.
3. Gather student experiences as they see them.
4. Ask questions neutrally.5. Never ask yes or no
questions.
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Be specific.
“Tell me about…• …a time that you learned something really
well.• …the last time you got a report card.• …a time that a teacher helped you learn.”
And, always, ask “why.”
Spend ten minutes generating possible questions as a team.
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Based on your interviews, what do students need from assessment?
• Teachers to see the work the way they do• Immediate reinforcement to fix mistakes
• Be taught to self-assess• Check-in points along the way so they know they’re ready
• Grades to help students strive for best• More detailed feedback so they have better understanding • Be challenged to know what it feels like and not slack
• Assessments to be fair• Choices so that students can match themselves to the
teacher• Efforts to be reflected in grade
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Assessment• Summativ
e• Formative
Judging• Evaluatio
n• Measureme
nt• Scoring
Feedback• Grades• Narrativ
e• Rubrics
The Assessment Process
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The Gradebook:1. Grades organized by
assignment category – not skill or knowledge.
2. Numerical grades average performances over the arc of a term.
3. Communicates achievement and growth in quantitative terms.
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Carol Dweck //
Growth mindsets lead to greater academic honesty, persistence in the face of failure, and long-term improvement.
.
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Theories of Intelligence
Performance
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“Growth Mindset”Intelligence is malleable. It can be developed.
“Fixed Mindset”Intelligence is static. You have what you have.
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GrowthLeads to a desire to learn and therefore:- Persist through failure- Embrace challenges- Learn from criticism- Perform better over time
FixedLeads to a desire to look smart and therefore:- Give up after failure- Avoid new challenges- Reject useful feedback- Perform worse over time
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How can teachers influence their students’ theories of
intelligence?
Well, what do they say to them?
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Theories of Intelligence
Performance
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A lot of comments feel good…
…but nevertheless dampen intrinsic motivation, grit, and future performance.
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“You must have worked hard.”“Your practice has paid off.”“You made a good choice by…”
“You’re really good at science.”
“You’re smart.”
“Great job!”
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Carol Dweck //
Feedback that focuses on choices, strategies, and process encourages a growth mindset.
.
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What is a student supposed to do with feedback once the term or project is over?
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The Overlake School //
Delay grades until after students have processed feedback and identified strategies for improvement.
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Urban School //
Urban gives a five-week update without any expression of grades, that “maintains the language and style” of the rubric that will be used at the end of the semester when grades are given.
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Wildwood School //
Give narrative feedback consistently, but translate into letter grades beginning sophomore year.
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San Francisco Friends School //
Students develop goals in October, based on their own experience and teacher feedback at conferences.
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Science Leadership Academy //
Students test and retest their growth relative to standards for each course – on their own schedule.
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Draw an x-y graph of your growth and explain it.
Tell the story of your growth in a comic strip.
Present a PowerPoint deck to make the case for what you’ve learned and what you’re working on. Use examples.
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Based on your interviews, what do students need from assessment?
• Teachers to see the work the way they do• Immediate reinforcement to fix mistakes
• Be taught to self-assess• Check-in points along the way so they know they’re ready
• Grades to help students strive for best• More detailed feedback so they have better understanding • Be challenged to know what it feels like and not slack
• Assessments to be fair• Choices so that students can match themselves to the
teacher• Efforts to be reflected in grade
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Which of these assessment practices would meet a student
need we identified earlier?
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How might you bring that practice back to your school? What would it look like in your
classroom?
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Thank You!Greg [email protected]: @gregbamford / @leadlearnlab