“The most important assessment that goes on in a school isn’t done to a student but goes on inside students…
Changing assessment at this level should be the most important assessment goal of every school.
How do we get inside students’ heads and turn up the knob that regulates quality and effort.”
Trying to change assessment practices in your classroom? Where do you start? How to begin?
Part of changing my assessment practice was driven by altering the words I used with students. When I first embarked on this change, I was intentional and purposeful with “assessment talk.” Like learning a new language, I had to stop and think rather than reflexively rely on words I had used in the past. I found the intentional and consistent use of these words over several months helped to shift both my mind-set and students’.
Previously, my “assessment talk” had consisted of numbers on a spreadsheet, printed up, neatly tacked on the classroom wall and emailed to students and parents. I saw numbers as unemotional, objective and transparent. I believed sharing numbers frequently made me an effective teacher. Over time I realized I had blurred together assessment (which comes from the Latin assessus meaning to sit beside) and evaluation. Regretfully, the predominant use of numbers to talk assessment, did not help students learn at all. Numbers signaled the learning as done and the numeric calculation was my evaluation of it. Numbers indicated a finality which made the focus of class culture centered around how to collect of points…rather than on understanding, exploring and unpacking the cognitive processes occurring for and inside each student. To explore learning with students, numbers had to be removed from the everyday conversations and I had to find simple direct words to signal this shift.
I now realize my practice of using numbers to talk assessment prevented, rather than encouraged, meaningful dialogue about student learning. Evaluation of the student learning had to happen later in the learning journey (when students were ready) after a significant amount assessment. But how to talk assessment? What words could replace the numbers I had grown dependent on? I had to find them. I had to practice them. I had to learn a new language to talk assessment with students
Below are some of my favorite catch phrases and convo snippets:
1. This is not for marks…it is for learning.
Student’s query to any activity is “Is it for marks?” Students use this question to decide on where to focus their efforts. To shift their focus to learning strategies rather than on point accumulation strategies, activities need to be about learning and in the service of student learning … choose to do these activities in the service of your learning not in the name compliance and playing school.
When a student says: “I am not good at writing, reading, graphing.” Offer the simple word, yet, to the end of their fixed mindset sentence to change it to a growth mindset one (Watch Carol Dweck’s short video on yet here).
3. Explain to me how you think your learning is going in this unit, topic, or semester.
If I had a dollar for every “What is my mark?” question I have heard I would be a rich woman! Every time a student asked me this question I had to clearly put it back on them. They had to be able to talk about and describe how the course was going for them and if they couldn’t explain this, then we had to spend more time talking about their learning (this is not to say I withheld marks, it is to say evaluation has to come when it is relevant and useful to do so).
4. Are you ready to show me what you know/understand? When do you think you can be ready to demonstrate your understanding? How can I help you get there?
Many struggling students are not willing to engage; it is too risky to try only to fail yet again. Allowing students decide when they are ready to be evaluated removes the stress and game playing that goes along with avoiding it.
5. What does quality…writing, presentation, conclusion, lab design, questioning…look like, sound like, and feel like?
Students need to recognize what quality looks like, feels like and sounds out. Understanding quality comes from experiencing the process without fear of being penalized for not being at quality yet. Students need to know they will get another chance or opportunity, they need to know they have time to grow and develop towards quality.
6. Show me your evidence for/of your learning.
I recognize my learning when I develop a mental picture or story about of a concept or idea. When I can explain or map out this picture, I feel like I have done some learning. The mental picture is my evidence, the tracks of my thinking. Students need to make tracks of their thinking in their own way and have a chance to talk about this process. Learning is not a set copied teacher notes, or a set of worksheets they mechanically and thoughtlessly filled in.
7. Show me how you figured it out.
Asking students to unpack their thinking, makes learning about what is going on in their brains, not something a teacher does or does not do.
8. What is your plan to get there?
Many students are uncertain how to navigate to quality. Providing them opportunities to make and talk about specific actions portrays learning not as accidental (or just for gifted people) but requires strategies, habits, and specific situations. Many variables contribute to learning. Students need to know and decide what variables they need to support their learning.
9. Let me know when you are ready for feedback.
Having the opportunity and time to do quality work is intrinsically satisfying. Quality work is not work done by gifted students but by students who have the gift of time with useful and specific feedback.
10. What do you notice about your brain when….you get confused, you feel confident, you are engaged, you are make sense of the problem.
Talking about what goes on inside our brains, invites students to connect with the mental process they are experiencing. Learning is a process going on actively inside of them rather than something passively happening to them.
What are your fav words or phrases to use with students? What words have shifted your mindset and invited students to explore their learning as a journey rather than a destination?