Assessment for Instruction

We're moving

2010-09-22T06:48:00.000-07:00

I've decided to shift gears a bit.... I will not be posting to Assessment for Instruction anymore, but have a new blog. I have moved all my posts to the new blog, so you can read any old ones as well.

The new blog is erictownsley.blogspot.com

So, stop on by.

Be Googleable...

2010-08-05T18:28:00.000-07:00

I've spent a significant amount of time this summer searching through applications, interviewing both certified and non-certified staff. What's the first thing I do when I get the list of applicants?????

I Google them.

If you talk to many employers, they say the same thing.

So my advice to anyone who's looking for a job.. Be Googleable!

Now the question is... how do I become Googleable?

Well, number one. Create an online presence. There are many ways to do that.

1. You could join twitter using your name as your id...

2. Blog

3. comment on blogs

4. create a diigo account (again, using your name as your id)

Each of these will create a presence for you. There are other ways, like have the newspaper do an article on you etc...

So, are there other ways to be Googled????

A week of learning

2010-08-02T19:31:00.000-07:00

I had the opportunity to attend a 5 day Kagan Cooperative Learning conference. I'll start by being very honest. I was really suspect. We've all been to those conferences that have been pretty drab. I wasn't exactly excited about spending 6 days away from my family either.

Wow was I wrong. This was a great learning time. My district had already had a Kagan trainer out to train some of the staff, so I was sent to learn the ins and outs of Kagan learning. I know that Kagan costs some money to get trained in, but wow what a great way to teach. I can see how I will use some of the structures in my professional development with staff.

I could write pages on what Kagan cooperative learning is, but I'll do some summarizing of key points. If you get a chance to check it out, please do. I highly recommend it!

As they say, Kagan is all about engagement. The trainer we had kept us very engaged in our learning. As he said, the typical classroom of 25 students during a questioning time has only 4% engagement. The student who answers the question... With Kagan structures, 25% of students are engaged, with up to 50%-100% depending on the structure.

Many people (including me before the training) see cooperative learning as dividing the students in the classroom into 3 or 4's. Then the teacher gives the students a task (worksheet or project) to complete. Well, what happens... the high achieving student complete the task and some students just sit and watch.
How is Kagan different?? That's the million dollar question...

The difference is the structures.. The different ways you assign a task to those teams (groups of 4). Instead of giving the groups a question to discuss, with Kagan structures each student is given a part of the task... Each member has a a responsibility to the group. One example is the Round Robin. This structure makes each student share something to the team. You can give each team member a time limit as well for their response.

Another difference is Kagan's focus on relationships. Much of our training time was spent getting to know the people in our groups of 4 (teams as Kagan calls them). This focus on relationships is what I see being useful in my work in professional development. There are many new faces in the building, so early I want to spend time having everyone getting to know each other. Building trusting relationships is going to be KEY!

I know this was a short snip-it of what I learned, I hope you can hear my passion for my learning. I've already planned how I'm going to use some of the structures in PD and want to see staff using the structures in their classroom. Half of the battle of learning is getting students engaged. I see Kagan as a great way to increase student engagement in the classroom.

Thoughts on cleaning

2010-07-01T18:48:00.000-07:00

I've recently done some purging. I'm moving into my new office. This has given me the opportunity to sort through my "stuff" to decide what's important and what I need. There are things that look good, but do I need them to fulfill my duties at school? No...

I just did the same thing with the tweeps I'm following on twitter. I went through my list and made decisions.

"Does this person tweet useful information?"

"Do I learn from this person?"

These were the two main questions I looked at. I also looked at the last time they tweeted. There were some who haven't been active in months. Unfollow....

Now, why did I do this? It looks good if there are big numbers by my twitter id... but I've decided to follow those I find value in.

I also want to clean up my feed. I want the good stuff. I found myself moving very quickly through tweets... I probably missed some really good stuff..

I also noticed that I got a bunch of new followers in the last week. I engaged in some conversations regarding #iste10 . I imagine that some people started following lots of people who were there, or involved in those conversations. I welcome those followers, but hope they follow me because I provide them with something.

Just some thoughts on cleaning.. Is it a good time for you to clean?

A change

2010-06-05T15:15:00.000-07:00

Well, if you follow my twitter feed, you have learned that I will be changing roles and school districts next school year. I have accepted a position as Middle School Principal at South Tama County Schools in Toledo, Iowa. I am really excited about this new adventure! I'm also nervous. I've not been a principal before.... I've been in control of my classroom... not a whole building of 6-8th graders, teachers, counselors, aides, a secretary, nurse etc....

Now that may sound like I'm afraid, I'm not afraid.. The administrative team, school board, teachers, and parents who were part of the hiring process saw leadership skills in me they value and want in their school leader. Talk about a humbling thought. These people trust me to move their school forward. To take it to the next level. That's my goal, to take the school to the next level! I've spent the time since I've been hired preparing a plan. I know my summer will be spend learning the ropes of the building, meeting staff, students, and parents, and building relationships! So, if you don't hear much from the blog this summer, know I've not lost my educational passion, it's moved to a new task!

I won't give up my passion for assessment. I'm still teaching a class on formative assessment and standards grading with my brother Matt Townsley this summer. I also hope to introduce the idea to my teachers. Many of them have already visited the blog, so I hope the conversation can be started and we can use formative assessment to guide our instruction and help students have a deeper understanding of their learning. I'll keep posting ideas and experiences about assessment and learning here in the future. I may even throw in a good admin story as well!!!

Thanks for the visits, and stay tuned in the future!

Thoughts on Summative Assessments... Comments please!!!

2010-05-25T08:35:00.000-07:00

Well, as the school year winds down, I have been reflecting on the practice of Standards Based Grading. My current practice is use formative assessments throughout our class time, then give a "summative" assessment at the end of each unit. I then allow students who want to re-learn a standard do some practice/re-teaching and then redo any of the learning targets they want to. I've liked this method, it's more work for me, but I can see the students continue to learn.

My question is... how does this prepare them for the challenges of mid-terms and final exams in college? Is it my job to model the methods of assessment that many colleges utilize??

Off the beaten path.... #edchat

2010-05-20T12:45:00.000-07:00

This post has been a long time coming.... I've participated in various #edchat's on twitter. If you haven't yet, I'd really encourage you to. If you want to to spend an hour watching your computer screen explode with passion for education, then join on in!

Anyway, the real reason for my post is a reflection on #edchat in general. I love conversations about education. My extended family is filled with educators.. My brother Matt, sister Becky, and her husband Russ are all in education, along with myself and my wife. Our family get togethers are filled with talk of education. There are times where we put a moratorium on ed. talk during certain holidays.

Anyway, back to #edchat convo...Sometimes I'm torn during #edchat. Torn in a sense of lack of control, lack of a belief for a real change. Many of the conversations are what I call "out there" The conversation moves to a realm of almost unreachable desires of what education looks like. Many will say that we need people with vision in our world. I totally agree, but what's really going to change and when will it happen? I believe that education needs to change in the United States. Many will say that local control is still important... Really? The students we have are going to compete in a global market, not just for a job at the local mill.. We have to prepare our students to compete with students from India, China, France, wherever....The SYSTEM needs tweaking, but how much? The conversations I've had in #edchat are great and my thinking is always challenged (Which is why I participate!) Who's going to take charge and rock the ship?

My struggle is when is this change going to happen? All this talk about how education needs reformed, how standardized testing is hurting education keeps happening, but nothing has changed. #edchat has given me hope! Hope that there are over 1000 people in Tuesday's 12pm chat who want to create a change... I just hope it happens soon!

Another small victory????

2010-04-28T12:33:00.000-07:00

Yesterday, we spent our class time talking about graphing rational functions. This is a fairly advanced topic in Algebra 2, so I planned to spend some time on it. As usual, I had students fill out their self assessment paper before they left class. After school, I browsed them to see how the students thought they did. As I suspected, they weren't very confident in the learning, so I wanted to do another check at the beginning of class.

After our usual fraction warm-up, I put a graphing rational equation problem on the board. I gave them roughly 10 minutes to complete. The students worked diligently for most of the time, but I could sense their struggle (which I suspected and wanted to validate). I collected the papers to give the students feedback. On one girls paper, I saw some work plus this comment, "I'm sorry I don't get this".....

This tore me. I was pleased that the student didn't want to let me down, wanted to do well. However, I wondered what message I have been sending. I always want my room to be a safe environment. Students should feel safe asking questions etc. I really hope that I didn't create a fear of failure with my students..

My response to her comment hopefully made my point. "We're learning, it's okay not to get it yet!"

Guest appearance: With Students in Mind

2010-04-19T08:56:00.000-07:00

I had the great opportunity to have a guest appearance on the Podcast: With Students in Mind co-hosted by Russ Goerend and Matt Townsley. I had a great time and wanted to create a link to the podcast from the blog!

With Students in mind episode #4

Reflections on the 1:1 conference, where's math fit in?

2010-04-12T19:15:00.000-07:00

First I want to take a second to thank the CASTLE group for putting on a great day! Scott Mcleod, Jamie Fasth, Nick Sauers, and John Nash; I much appreciate the efforts you put into the day.

It was a great day for two reasons.

1: I thoroughly enjoyed connecting with so many people who I've "known" via twitter: Deron Durflinger, Mike Sansone, John Carver, Jeff Dicks, Evan Abbey, Brad Fox and many others.

2: The conversations and presentations really got me thinking. (This was almost as important as number 1.) There were two conversations in particular that I'd like to focus on.

The first conversation happened during one of the "un-conference" sessions that went on in one of the rooms. The leaders decided to leave a room open for discussions and spur of the moment topics. Russ Goerend and Matt Townsley led a session that got some great conversations going about we're 1:1, now what. What more can I do as a teacher, how do my students learn better with the computer in their hand? There were a couple of teachers who taught in 1:1 schools who struggled being forced into using the Macbook with their students. They didn't see the power it could bring to their classroom. To me, this showed a failure in two areas.

1: The school leadership at this school didn't go a good enough job of showing, helping and leading this teacher forward in their thinking.

2: The teacher had wall of sorts built, i.e. didn't want the technology or was afraid the students would know more about the machine then they would.

This saddened me as there were many teachers walking around who would jump at the chance to implement the changes these computers could have in their students learning!

Conversation number two that really sparked my interest was with Kim Carey and Deron Durflinger, both from Van Meter Schools. Deron had been wanting for Kim and I to connect and really work with some math stuff in their 1:1 setting. As we met, our conversation went to the difficulties she was having really utilizing the computer in the math curriculum. I've been struggling with this for quite some time. Now, I don't teach in a 1:1 school, but I've been reflecting on what that would look. I know about the Geometry tools that are available, but I want something more. How does a Pre-Algebra classroom really use a computer in all their activities?

If you have some great ideas, please share away!

Reflections on the grading conversation

2010-04-05T17:23:00.000-07:00

First, I want to thank all the visitors and contributors in the grading conversation. I was overwhelmed with the responses. Obviously, I hit a chord with many of you. I want to spend a few minutes adding my few cents.

I see grading as a necessity in our current education system. Now, before I start an uproar from shaggyhill or others, I want to reiterate in our current system of total education. For our students to get into college and qualify for a majority of financial aid students need a good GPA.

Secondly, I do see a major distortion in what grades mean from school to school, or even classroom to classroom within a school. I'm utilizing standards based grading in my classroom, while other teachers in my school and even in my department grade on points or other methods. Our current education system allows teachers to have significant control of how they assess and grade students in their classroom. As a teacher, I enjoy that freedom and would struggle working in a district that would really restrict my choices in that sense.

Do I dislike other methods of grading? No, I can see the perspective of grading student work for points, using accountability as an emphasis in the classroom and grading. My personal perspective has changed over the last couple of years. I believe that grades (if we must have them) should reflect what a student knows. When I report to parents, I want an easy way to show them what their child knows and doesn't. Standards-based grading does that for me. It may not be the choice of many others, but I see the purpose and believe it works best for my teaching style and how my classroom operates.

I'll be interested to see how education changes over the next few years. I sense a change a coming, but I'm not sure when it will happen.

What are we grading? (A hopeful conversation)

2010-03-29T20:27:00.000-07:00

This post has been a long time coming. I've spent time in the teachers' lounge and on twitter having conversations about grading. Here's my struggle with grading...

What does a grade mean?

Is a grade the way of ranking of what students know?

Should completeness of homework be a portion of a grade?

Should a student who learns "faster" than another student get a better grade than one who may learn "slower"?

I look forward to your responses and the conversation we can create!

Off the beaten path: Leading PD

2010-03-16T20:13:00.000-07:00

Well, it's been a while since I've had the time to post. Basketball, a new child, and teaching have really gotten in my way... :). Now that things are settled down, I had the opportunity a couple of weeks ago to lead a Professional Development session at my school about Creating a Professional Learning Network (PLN).

One of my main goals for this PD session was not to use PowerPoint. I've been to too many PD's where we get a copy of a PowerPoint that's read to us by the leader. I wanted this session to be interactive and get the participants involved. My plan was to show the staff different tools I use in collaborating with people throughout the world. Each staff member had a laptop or netbook in our Media Center which made it nice to work in groups if someone had an issue. We got started and it went pretty well.

In cooperation with my administration team, I created a Ning for our staff to join and use as an online collaborative place. We're not ready yet to throw the site out to the masses, but we're getting started sharing and collaborating. I first showed the staff the Ning and we had everyone join the site and gave them time to play around and see the tools Ning has available to collaborate.

Then, our tech director showed a couple of tools, TipCam and quizlet . We then sent staff members back to their rooms to break and try any of the tools on their computers in their room.

As they came back, I had Milli Vanilli's Blame it on the rain. The purpose of showing this video was to remind them of the one hit wonder. The tools we were showing weren't going to be useful or helpful if we learned about them and then put them away. People need to participate for learning to happen.

After the music, I showed Google Reader. I also gave them Scott McLeod's sources on Reader. I gave them some time to play and also gave them some sites to add to their feed.

I saved the best for last. There was a reason for this too. I saved Twitter for the last part of the day. I did this for a couple of reasons. 1- Twitter won't allow numerous new accounts from one IP address. I wanted this to be fresh in their minds as they went home, hoping they'd create an account. 2- What I thought to be the most powerful tool I wanted to save for last.

You'll as why do I think Twitter is the most powerful, well... Twitter allows educators to connect with so many educators and other resources from around the world. To demonstrate this to the staff, I asked my PLN to do a shout out with the #bcschool tag. We got numerous responses and many of the staff commented on how people from all over the US, Canada, and from across the pond in the UK would say hello to our school.

Overall, it was a great day. I received many comments how staff liked being given time to work with the technology. We've had a great turn out and conversation on the Ning, and also have a few staff joining Twitter. We're taking baby steps, but our conversations are gaining depth and also increasing in frequency.

Journaling in math????

2010-02-18T14:35:00.000-08:00

Yes, as weird as it sounds, we've been doing some journal writing in math class. This may seem strange, but.... Why do teachers in other disciplines journal? For reflective thinking! Should we reflectively think in math class? I think so. Students need time to process the content we're covering, a place to ask questions that they may not be willing to ask in a group setting.

My brother-in-law Russ Goerend has a great post about a standards based journaling approach. (Good journaling article, and a plug for family!) Now, I've chosen to not grade the journals. I've written before about my grading practices here. I started with paper journals. Students many times forgot to bring theirs or such, so it was a paper mess for me to follow up with them etc.

But...., I made a transition. I created an edmodo group for my students. This has allowed me to give the students a reflective question and they can answer. What I like about it is the ability of other students to respond as well. This does take some of the protectiveness out of the conversation, but they can also just send me a direct message and it's not viewable within the whole group.

I also really like it for the ease of feedback, I can just click reply and send the student some feedback on their writing. This has allowed us to reduce the paper usage in our classroom as well as stimulate collaboration 24-7 .

I know there are other sites like edmodo, please share them so I can compile a list to share!

Off the beaten path.... Proper use of Social Media

2010-02-06T22:07:00.000-08:00

I've had this question stewing in my mind for the last couple of weeks, so I thought I would write about it. Now, I know this isn't about formative assessment or standards based grading like my blog is supposed to be about, but hey... this is my space, so I can write what I want! :)

Anyhow, back to my thoughts on the proper use of social media in education. Much has been written about using twitter as a collaborative tool: here and here thanks @plugusin. I can't agree more! Twitter is a great place to share, collaborate, and learn about numerous things. There are so many resources, ideas, and challenging questions shared daily. For me personally, I have learned so much about teaching, learning, and leading from the various people I follow and collaborate with.

My dilemma, if you call it a dilemma, is the different ways people treat twitter. For some, twitter is a strictly professional tool. Their tweets are all about education. Others see twitter as a very social tool. A place to kid, jab, and have a good time with each other. Many more, fall somewhere in the middle, they like the professional learning, but also develop relationships with people from across the globe that they would have no other connection with.

Now, you may be wondering what the dilemma is... well, let's say that I'm demonstrating the powerful resources of twitter to a room full of teachers at my school (On a side note, I'll be doing this on Friday February 12th if you'd like to shout out! @EricTownsley). This may seem like an easy task, but imagine the embarrassment when across the screen of my Tweetdeck feed a tweet with foul language appears. This wouldn't be good, but I can't control what others are saying. My admin goes into a tizzy and shuts down my presentation and the possibility of numerous teachers joining the conversation is ruined (hypothetical situation here, hasn't happened yet).

The tweeter (is this the right term here?) that sent the foul language tweet has no idea that I may be showing this tool to the staff at my school. I follow this person because at times, they share some great resources and we have some great conversations. However, at times, they share things I don't want to know or care to hear about.

How can I distinguish, how can I filter? Now, this hasn't happened to me. I haven't been embarrassed in this way, but I could, and so could you. But I can't control what others are saying, so do I stop following and learning from someone just because of the risk they may say something I don't want to read?

After the first unit

2010-02-02T12:18:00.000-08:00

Well, we've just finished our first unit of the new semester.

We've taken the unit assessment and I'm going to give them their feedback and Learning Target scores! Unlike this picture, the assessments aren't all multiple choice. I did have some multiple choice problems on this particular test. I did this because we're taking the Iowa Test of Educational Development (ITED) this week so I thought it would be good to talk about taking standardized tests. Some things I've learned during this time...

1. Taking time to provide feedback and define scores on Learning Targets is more time consuming than grading tests my old way.

2. I don't have to grade each assignment, so I save time during the course of the unit.

3. Instead of just identifying right or wrong answers, students seem to respond better to "feedback". I provide them with a response to their answers, what they did wrong or some positive feedback if they did it correctly.

Is everything going as planned with the new grading system? I can't say that it is, I've got some students who aren't turning in the practice, but what does that mean? Are they not finding the meaning in learning or are they taking the easy road? I plan to have conversations with them, encourage them to really get involved in their learning. It's a process, not an event. I must keep remembering that!

The journey begins

2010-01-19T13:21:00.000-08:00

Well, the journey has begun. Monday started a new term for my students. I've implemented a new grading system with this group, a standards based approach. Without going into too much detail, I've gone through the standards to create learning targets. I'm grading students on those learning targets. Each learning target is worth 4 points.

It is important to understand that in the standards approach I'm choosing, daily homework (I call it practice problems) are not graded. I have chosen to put the practice problems into the grade book, but not score them. I only put a check mark in that position to show parents, students, and myself that the student completed the assignment. I'm giving all of the answers for the practice problems. I've got an extra table in my room that I will put all the answer keys on so students can see if they're doing the problems correctly.

One really awesome part of this whole process I'm embarking on is that I've got a colleague who is doing this with me. A math teach who teaches Pre-Calculus and Calculus has chosen to come on board with me in implementing the change in grading system. She is doing things a little differently, but it's great to be able to share both joys and concerns that we have together!

So, enough with background information. I wanted to take some time to talk about the great discussions I had with students about the new system. As I went through the syllabus, the students spent much time just absorbing what I was saying. I'm teaching 3 sections of Algebra 2. My first two sections we're pretty "okay" with what they heard. They didn't ask many questions and were just going with the flow. My 3rd and last class of the day really questioned the grading process. It was new to them and they wanted to make sure what was going on. After we clarified and answered questions, they seemed pretty excited. I did have a couple of students who voiced that they didn't do well on tests, so they felt they weren't going to do well. I reminded them that they will have the ability retake any of the learning targets if they show that they have made attempts to re-learn the material. This eased their mind and they said they looked forward to seeing what they know.

As many of you know, standards grading puts a major emphasis on formative assessment. I explained to all my classes that we'd be having many formal assessments that wouldn't be graded, but they'd receive feedback as to how they were doing.

The next couple of posts will be discussing many of the different types of assessments that we're utilizing in my classroom. I look forward to the conversations that we will have about different practices you use as well!

Break a time for reflection

2009-12-29T14:03:00.000-08:00

The break in school over the holidays has provided me with a time for reflection. The school I teach in has block scheduling, and our 2nd quarter will finish up 2 weeks after we get back from vacation. As the 3rd quarter begins, I will have all new students. This provides a chance to change some practices and try new ideas on assessment and grading. My brother, Matt Townsley, (@mctownsley on twitter) utilizes a form of standards based grading in his high school math classes. It is my goal over the next couple of days to sit down with Matt and set up a plan for the implementation of a standards approach in my classroom.

My concern with this is I'd be starting something new in my school. No other teachers will be utilizing a standards approach. I also want to make it very clear to my students and their parents about the expectations and grading practices. I hope to use this space (the blog) to share joys, frustrations, and gather feedback from you who might have ideas that will provide a better learning experience for my students. My goal is to post once a week, but our second child is due anytime now, so I may be busy changing diapers instead of blogging.

Anyway, I'd love to hear your responses, insights, and ideas regarding standards based grading. Please drop a comment or find me on twitter: @EricTownsley I look forward to learning and sharing!

Why are slower learners punished?

2009-12-12T21:36:00.000-08:00

I've been thinking a lot lately about how the current education system operates. As I look further into standards based grading, utilize formative assessments, and evaluate my current classroom practices, I wonder why we do things the way we do. Typically, the students that earn the best grades have one of two characteristics.

1. They are "smarter" than other students: these students learn more quickly, are highly motivated, and could probably learn on their own with just a book or other resource.

2. They work harder than other students: these students spend lots of time doing homework, come in before school or after school, and are rewarded by our current system because students who work hard should get a better grade than those who are "lazy".

Why is this the case. Do these two characteristics make better employees? Maybe, but as an educational system, I think we're missing the boat. We're not living in an industrial age anymore. We're living in a digital age. We have to prepare our students for what they're going to see, but that's what's scary. We don't know what we're going to see in the future. We need to prepare students for learning. I hear this question in my math classes often: "Why do we need to know this?" I have two responses to this question.
1. I give them a real life job, or time they will use it in.
2. We're learners. We want to learn and keep learning different ways to learn.

I then get the usual groan from my students. They say, "Well, I'm not going to do that job" I then say, "You never know.... what your future holds"

Well, I've digressed a bit here, so I'll return back. Why are slower learners punished? I don't have the answer. What I do have is a solution... Take away grades, focus on learning, collaboration, and learning! (Yes I did say learning twice, I know that and it's a point of emphasis :) ) This will take a total shift in our society. People are going to have to let people in education be the experts and move forward. Mistakes are going to be made by teachers, administrators, and schools, but that's how learning works isn't it?

A large factor in this shift, if we want to make it (I believe we have to, to afford our students a bright future) is for teachers and administrators be learners as well. The system we operate in is outdated. Period. But, change can't come at once. We have to move our system forward at a quicker pace than we have been. This shift has to be made collaboratively. Teachers and administrators have to work together. As a good friend and coach says... "How...... Together!"

Small Victory

2009-12-02T20:34:00.000-08:00

Well,

I have a small victory to share. The next day after my frustration about not doing the assignment in class, we (the class and I) talked about the situation. There response was, "Well, you told us if we understood that we didn't need to do the assignment". I almost jumped up and down! We then continued to talk about how we know that we understand it and a different student said, "Why don't you give us one of those quiz thingies." Meaning a formative assessment. I was exploding inside. They are figuring it out!!! Now, we are taking the summative assessment tomorrow, we'll see how it goes. If the indicators are right, we'll do well.

Learning or Points? What's important?

2009-11-30T19:59:00.000-08:00

As I continue my research and implementation into a more standards based grading style, I have come to some interesting findings. Right before Thanksgiving break, I gave my students a test. An alarming number of students didn't do well on the assessment. I spent some time over break reflecting about what steps to go to next. I decided to spend a couple of days re-teaching the content, utilizing the test as a guide for what mistakes the students needed to learn.

I also decided to try something new with my homework. Usually, I give students assignments and provide the answer key. I have students turn in the completed assignments making sure they are all correct with work. The students get 10 points for each assignment. They need to turn in the assignments by the day of the test. For these particular assignments to review for the upcoming test, I am not collecting the assignments. The whole purpose of our time is to learn the content and develop a greater understanding.

Towards the end of our class period today, I gave my students approximately 15-20 minutes to work collaboratively on the assignment. My students shut down with about 10 minutes left. Many closed up their books and started talking about non math stuff. I didn't raise my voice or even try to draw them back to learning. I wanted to observe them and gather more information about how students would react to the lack of points on the assignments.

Initially, I was pretty upset about my students lack of work ethic. I thought they were lazy and didn't appreciate the second chance they were given for the poor results on the test. I stewed on that thought for a while, but then had a great conversation with another visionary educator in my building. I've visited with this person numerous times about my different methods I want to move toward in my classroom. Our conversation focused on the transition from students looking for the grade rather then looking at the learning. By not assigning points for this assignment, I made the impression that this assignment was not important. I had tried to relay the importance of just learning for the sake of learning and the goal of doing well on the assessment, but my students always see assignments as a way to get more points instead of learning.

As I move closer to more of a standard based grading system, I'll need to work with students on the motivation for learning and working toward learning. I don't have the answer now, but as I continue along the path I must work with students to see the reason for work and learning.

So now, tomorrow I will try again to connect work with learning rather than just points. Wish me luck!

Why formative assessment?

2009-11-11T14:34:00.000-08:00

A scenario that happens regularly in most high school classrooms:

Teacher: "Here are your unit tests back. As you can see, we didn't do very well. You obviously haven't put the time in to your studying."

Student: "But... Mr. (insert a name), we all did well on our assignments. Why did we do poorly?"

Teacher: "You obviously haven't put the time in to your studying."

Teacher thinks to self ("Why did they do poorly, if they did do well on their assignments?")

Student: "We didn't know what to study, we threw all our assignments away after you handed them back."

Teacher: "Maybe you should have kept them!"

Student thinks to self ("But we never talked about what I did right or wrong, we just kept on moving")

Student: "Okay, I'll try harder next time"

This scenario happens very often to teachers who do not utilize formal assessment in their classroom. These teachers do not provide students with feedback regarding their learning. Do students learn in this type of environment? Sure. They are presented with information and will grasp to some of the new content. However, fully understanding the standards that are taught will not happen. The good students will find a way to understand the content. The middle students will get some of it and show that they can work hard enough to get a decent grade.

To be honest, this was my classroom. When I started teaching eight years ago, that's what I thought, students who want to learn and work hard enough will get it and the others will follow along. After being introduced to formative assessments and utilizing them in my classroom, I see the light! Students need to know where they're coming up short and when they get it. My job as teacher, our job as educators, is to guide students in learning. We are not just content presenters. We need to engage students in learning. Give them feedback about what they need to improve on and provide positive reinforcement too.

This selection from Stephen Chappuis and Jan Chappuis in the December 2007/January 2008 edition of Educational Leadeship really hits home to me:

When teachers assess student learning for purely formative purposes, there is no final mark on the paper and no summative grade in the grade book. Rather, assessment serves as practice for students, just like a meaningful homework assignment does. This is formative assessment at its most valuable. Called assessment for learning, it supports learning in two ways:

Teachers can adapt instruction on the basis of evidence, making changes and improvements that will yield immediate benefits to student learning.
Students can use evidence of their current progress to actively manage and adjust their own learning. (Stiggins, Arter, Chappuis, & Chappuis, 2006)

Formative assessment is meant to be a two way street. Teachers gather data regarding where students stand and students get feedback about where they are. Hopefully if implemented successfully a new scenario will be heard in classrooms throughout the world:

Teacher: "Students here are your unit tests. As you can see there were some areas that we struggled in."

Student: "Mr... (insert name) why did we do poorly in those areas?"

Teacher: "Well, as we look back, how did we do in those areas in our learning time? I provided feedback about those areas, what do you think?"

Student: "Well, I thought I understood it, but obviously I didn't. What can we do now?"

Teacher: "We will be having a review session to freshen up on those parts. I will give you a chance to retake the portion of the test we review to demonstrate that you know it"

Student: "Thanks!! "

Exit Slips

2009-11-06T19:04:00.000-08:00

In my Pre-Algebra class the other day, we learned about polygons. As we learned about the sum of the degrees of the angles and how to solve for missing angle measures I gave the students their normal assignment. They had about 20 minutes of our block to work collaboratively on their learning. As my co-teacher and I walked around the room observing the conversations we noticed a few students who seemed to be struggling. Instead of waiting until tomorrow to correct the assignments and possibly reteach, I gave the students an exit slip.

In a word processing document I already created a quarter sheet to use as an exit slip.(Example) I then give the students a problem or 2 to do. This slip is a way for me to gauge the understanding of students on a specific topic or question. I can check this before the next day and plan for the next day... Do I need to re-teach or can we correct the assignment and move to the next learning target? In this particular instance, all that was needed the next day was a little clarification on one particular part of the assignment. We were able to do this right at the beginning of our next time together. I also allowed them to make corrections on their assignment before we "corrected" the assignment.

Now, we didn't "grade" the exit slip. I did however explain to my students the purpose of the slip. I told them it was a way for me to see how well they understood the content and allow them a chance to improve before the graded assignment was due. It didn't take more than 3 or 4 minutes and they did it willfully.

I do think there are positive and negative aspects of an exit slip. I'll start with the negatives:
1. The feedback to students is delayed (probably not until the next day).
2. The change in instruction has to happen the next day.

The positives:
1. The teacher can see how well the students understand a concept before the assignment comes in the basket.
2. Exit slips are a quick way to gather content understanding from students.
3. The teacher can gather feedback from students in an snapshot (Exit Slip) rather than a feature length film (assignment).

Overall, I think exit slips are a great way to find out what students know. Stay tuned as I explore more ways to formally assess students!

Introduction

2009-11-04T15:07:00.000-08:00

Hello,

I’d like to welcome you to Assessment for Instruction. The purpose of this site is a place to share, collaborate, and put into words my learnings and experiences regarding Formative Assessment and how it relates to improving and changing instruction. I am looking forward to the conversations my ideas stimulate between you (the reader) and me (the writer). I also hope you comment on my posts, that way I (the reader) can learn from you (the writer). I also hope that these conversations don’t stop there. My learning and your learning can grow even more with sharing ideas with other teachers, administrators, and Edu folk you know or meet.

I believe that formative assessment should be an integral part of classroom time. If our goal as educators is to increase student achievement and learning, then we must continuously assess where students are, what they understand, and what they are don’t understand. My content emphasis will be focused on math. That’s what I teach and know. Although, the tools I will use, try and examine can be used in other classrooms. I look forward to conversations about how different content teachers share how they utilize the tools in different content areas to assess their students’ learning.

As I’ve stated earlier, I want this to be a conversation area. I hope that we can learn from each other and can work to improve student achievement and learning in each of our schools!