Sunday morning quickie re: learning & assessment

Yup, we definitely need to continue re-thinking learning and assessment.

Content is cheap and easy to access.

We need to be learning and assessing context and skills – how we manipulate content to create new contexts.

Top News – High-tech cheating? Students see it differently.

Thanks to @scottmcleod for this link.

How is this normal?

True story. This is what I have witnessed over the past 2 weeks.

Students stress, get upset, cry or just give up and check out – there’s more than one way to deal with stress.

Teachers stress, get upset, cry – at least those who care about being accountable for how they report on their students’ progress. Others smirk, throw a dart and submit their marks on time with no lost sleep (those are the ones who give up and check out).

How has this become normal?

We are all connected.


Don't tell me we are not connected. Don't even try.

Don't tell me that we are not connected. Don't even try.


Education reforms say they focus on process (espoused theory – what we say we believe in, we value), that curriculum is student-centered, favouring communities of learning, communities of practice.

Yet professional development related to Education reform is focused on assessment and evaluation (theory-in-use – what we actually do, not what we say we do), we focus on the end product. We spend so much time focusing on it that process is entangled in the end product. When PD is all about evaluation, then our professional lives become obsessed with it.

Don’t tell me that students are not stressed because their teachers are. Don’t tell me you wonder why students always ask – will we be graded on this? Will this be on the test? Don’t tell me that there is no relationship between our obsession and theirs.

Don’t tell me that the system is not sick, is not creating learning situations wrought with anxiety and frustration, wrought with obsession with the end result.

Don’t tell me that because I won’t believe you.

How is this still normal?

How can I reframe this to generate change?

How can I change this true story?

Thanks to @monarchlibrary for introducing me to Alan Watts and this video, Music and Life.

Why I don’t do zeros.

Listen to these ideas. (Go here to see a mindmap of this podcast and links to resources I refer to in it or just keep reading normally. Whatever turns your crank.)
[haiku url=”http://www.tracyrosen.com/leadingfromtheheart.org/wp-content/uploads/podcasts/assessmentAug9.mp3″ title=”Why I don’t do zeros”]

 

report card

Image: from Not So Good by zephyrbunny, found on flickr and made available through a creative commons Attribution-Noncommercial-Share Alike license

It’s Saturday morning, a little over 2 weeks until the school year starts again for teachers at the New Frontiers School Board, where I work. My mind lately, as it usually does around this time of the summer, has been shifting from summer to practice, and this morning it opened up to assessment. Here’s the flow chart of how it hit this groove:

Saturday Morning FlowChartMind Map made with Bubbl.us

And here is that comment I made over on Hugh O’Donnell’s post (which you better go over and read if you want any context):

That’s right, not radical at all. We do NOT need to give zeros and, I’m sorry, but the excuse that we’ve got so many initiatives thrown at us warrants the practice? (the practice = completely demoralizing children and doing nothing to help improve their learning) Come on. A zero as feedback gives me no hope.

I really began to learn the art of assessment about 5 years ago, when I met Ken O’Connor at a conference in Ottawa. And then I started to read everything I could about it, which I’m still in the middle of doing ;)

So I guess I’m one of those teachers who read. And you know what I do when I am reading? I do it publicly – I carry the book around with me, I talk to others about what I am reading and about how, if at all, it is helping to change my practice.

So it DOESN’T need to be top down. If we sit around waiting for someone else to do something, well…wouldn’t it be lovely for there to be the perfect piece of grading policy to fall from above that all teachers would embrace and follow. (where’s the smiley guy for sarcasm?) Un-unh. I’m not waiting for policy to inform my practice. I prefer to focus on my practice and allow it to inform policy.

I googled Ken O’Connor and found this. An administrator’s notes from one of his sessions from last year. I particularly like the list at the end – repair kit for grading.
http://carnets.opossum.ca/roberto/2007/10/ken_oconnor_excellentevidemmen.html

he he – first comment of the weekend. Guess the coffee is kicking in ;)

(and that’s the edited version…)

Assessment informs learning. I assess before, during, and after units of study so that my students and I know where they stand with the learning that is going on. If a student is NOT meeting the expectations for ANY reason – be it ability, interest, learning style, or socio/emotional issue – it us up to me to address it and assessment is data that shows me if how I am addressing it works. Evaluation is when I look critically at all of the data that I’ve culled from assessment, and reporting is how I share that with parents.

So…I don’t do zeros because of my professional ethics, which are closely tied to my core values:

Very often a zero is tied to behaviour. It is a punishment for skipping class, not studying, acting jerky or disrespectful, whatever. When these things happen to me (and they do) I focus on why this is happening instead of trying to punish it. It makes more sense for me.

 

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