Lots of good posts floating around... making me think and reflect... and finally pen some of *our methodology. Like some of you - I do it mostly for the critique.. critique that I need, that my kids need, ...so critique that I crave.
This last year *we have been working on redefining assessment...
*for the most part, the we/our refers to 30 brave students piloting a web class,.. doing some math but also in search of ways to make the time we spend at school matter
We've logged a lot of findings
here and consolidated our thinking on redefining success
here.
I read a great post by Grant Wiggins on authentic assessment
here.
Some things we've found that we really like:
1. grading per topic
We especially like the do overs as described by
Fisch and
Meyer and
Hanna applying Dan Meyer's test model. And, the shorter assessments. While we do like these ideas, we haven't used any yet...
2. students grading their own tests.
This seemed crazy at first. Many students are burnt out on grading their own papers or each other's. Even though I know they know I'm not lazy, I felt the need to convince them I wasn't having them grade their own test to save me time. In fact, the first few times we did it, the entire process took approximately 3 times as long. Despite how difficult it was for all of us... everyone now agrees we much prefer these self-assessments.
Students grade their test in a colored pen, using a key I have made with each answer labeled with possible points and exemplary answers. I look over them after they've graded them. So far only one was skewed in favor of the student. Most are accurate and a few have been skewed away from the student's favor. We finally have it down, so the scoring part doesn't take any explanation.
One pay-off has been that students find out how close they generally are to nailing a solution. Often when students see their graded test, that's an end in their thinking, since we've taught them so well that it's all about the grade, and they go away feeling stupid. Going through the process of grading their own test keeps their mind open, and learning. Students know they will receive recognition (name added to the key... I know -it's hard to believe that's enough) upon finding errors in my key and upon sharing alternate methods and/or solutions.
Another pay off is the rich discussion we have while we're grading. Students challenging other students about their answers or defending their answers. We've had great discussions about CSAP and ACT and SAT and how to take these tests. For many, we're finally squelching the mystery.
Another pay off is that we're developing better tests. My test writing skills are improving, but mostly because I'm listening to students create better questions while we discuss. Their buy-in has brought more clarity to the whole process.
3. alternate ways to assess
For students with "test anxiety" the biggest help has been their option for a per conference oral assessment. After a test, a student can schedule a one-on-one appointment with me. Then they revise any problems they missed on the test. When we meet, I'm asking them per problem, what they did when they took the test, how they would do the problem different now, and then I have them do some different form of the problem.
Every student to date that has gone through this process has improved their understanding. I'm guessing most of it is because of the timeliness and ability to probe their thinking to a deeper and more personalized level. But I also think part of it is just that they had a chance to redeem themselves before moving on. I think test anxiety has become such a common thing, real or not, because of the high stakes we put on tests, or one test, or grades. We've taught kids that tests are to tell them if they're good or bad. Then the tests themselves are generally trashed, whether literally or not, they aren't very often used to further learning.
I'm still not convinced there exists a summative test. Why would there?
A short while ago, we (12 of these students, 1 admin, a parent and myself) got the opportunity of a private session with James Paul Gee. One thing in particular really resonated with us. Gee explained that when a teacher teaches a topic for say 6 weeks, we find it quite normal to then give a test to see what the students learned. However, when you have a student play a very difficult game, and the student advances to the hardest level, and finishes, it would seem silly to then suggest that student take a test to see how well they learned the game. The fact that they finished is proof of their success.
He said that some people are working on AP Calc after this manner. That once a student makes it through this "AP Calc game" which includes building a bridge, etc, that would grant them AP Calc credit.
Compentency vs Content.
Gee also pointed out that games don't make you feel stupid, because if they did, you wouldn't buy them and continue playing them. But how many times does a kid go home from school feeling stupid.
We have so much to learn about this, and so much to change. Kids should be craving feedback, to streamline success, not dreading it.
more controversy on project approval....
Say what??
Here's my thinking...
We know kids can get info to a large group of others if a party changes location or if we forgot to tell them to bring $5.
Why don't we let them use those skills when prepping for school and standardized tests. It's silliness that we don't.
Aimee's group currently has 39 members, collaborating on a great study guide for their AP test. What if they go national? Surely students from other districts and other states can add even more insight. Heck, just talking to each other about it and explaining things to each other is helping them learn it.
So - why can't that act count for credit in math class. Sure, it's not "math" but this process is key to learning how to learn. Problem solving in the purest sense.
I'm betting they'll use this networking when it comes time for their AP Calc prep.
And better yet..what if they started using it daily. What if they started using their favorite tools and sites to teach each other...
Hey - off your phone... wait... what?...that looks like
math... carry on.. :)
What if success is determined by how well your network is doing...? Wouldn't that be validation that you had success?
Ok, one more... we also think that for the big formal tests,... (summative) ... that students should get 1-2 phone a friend opportunities. We think that resembles real life more (even dr's do it).. and who of us can remember a time - that if we could have gotten one little question answered, the entire test would have looked completely different.
k - enough for now..
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