Overcoming A Legacy Of Mistaken Assessment Beliefs
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Transcript of Overcoming A Legacy Of Mistaken Assessment Beliefs
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Overcoming a Legacy of Mistaken Assessment Beliefs
Assessment Training Institute
Portland, OR
www.assessmentinst.com
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‘The real voyage of
discovery consists, not
of seeking new landscapes, but in seeing through new eyes.”
Marcel Proust
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Accurate assessment
+ Appropriate uses
STUDENT SUCCESS
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The Emotions of Our Assessment Legacy
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What does it mean to “Leave no child behind?”
Why have standards
Become so important today?
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Our schools were specifically
And intentionally designed to
Leave lots of children behind:
Winners & Losers
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Assessment’s Impact
Criterion Winners
Assessment Results Success
Effect on Confidence Grows
Lesson Learned How to succeed
Responsibility Internal
Character Result Compliance
Lifelong Result Learner
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Assessment’s Impact
Criterion Losers
Assessment Results Failure
Effect on Confidence Wanes
Lesson Learned No hope of success
Responsibility External
Character Result Rebellious
Lifelong Result Longing for success
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Students Who Always Win Experience…
• Confidence• Optimism: An expectation of a positive
result• Strong desire to succeed• Self analysis in failure• High level of effort• RISK TAKING-STRETCHING
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Students who always lose experience…
• Pessimism: Expectations of a negative result
• A sense of futility, hopelessness, fatalism• Waning effort• Self Criticism in failure• Denial; cover up• FEAR OF RISK TAKING
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Previously, if a student gave up inHopelessness and stopped trying, that was …
The Student’s problem….. Not the school or the teacher
AccountabilityProvides an opportunity
to learn
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Something Changed:
Our society continues to
EVOLVE….
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Over the years, society has realized that schools that merely sort students no
longer meet our education needs:
FAILURE to learn can no longer be an option…
ACCOUNTABILITY = LEARNING FOR ALL
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The Mission Evolves
• 1960s – Mastery Learning• 1970s – Behavioral Objectives• 1980s – Minimum Competencies• 1990s – Outcomes-based Education• 2000s – Standards-based Schools
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Previous Mission:
Rank student on achievement by graduation
New Supplemental Mission:
Assure competence in math, reading, writing, etc..
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Implications?
Assessment and grading
procedures born and bred
to encourage just a few
students to succeed must now
serve to keep ALL students
trying….
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Assessment & School Improvement
Hold schools accountable for
standardized test score reporting
to drive, force, compel
School Improvement
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Testing Explosion
1950s – College Admissions
1960s – District-wide testing
1970s – State-wide testing
1980s – National Assessments
1990s – International Tests
2000s – NCLB Every Pupil Test
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Assessment of Learning
Vs.
Assessment for Learning
To be continued……
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Mistaken Beliefs
High –stakes tests are
Good for all students
Because they motivate learning.
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Mistaken Belief
The most important decisions
are made annually based on
once-a-year test
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Profound Mistake
Teachers & leaders don’t need to
understand sound assessment
practices – the testing people will
take care of us.
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Assessment Legacy
Assessment has been far more about
compliance with reporting requirements
than about teaching and learning.
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Assessment Legacy
Disregard of the information needs of students and teachers who make the most frequent
and highest impact instructional needs
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Solution ? Remedy?
Balance continuous classroom assessment to support learning with periodic assessments used
to verify learning
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OF learning vs. FOR learning
Assessment OF Learning:
How much have students learned as of a particular point in time?
Assessment FOR Learning:
How can we use assessment to help students learn more?
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OVERVIEW
Assessment OF Learning
Assessment FOR Learning
Reason Check status Improve learning
To Inform Others about students
Students about themselves
Focus Standards Enabling targets
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OverviewAssessment OF Learning
Assessment FOR Learning
Example External accountability; internal classroom assessments used for grading
Assessments that diagnose needs or help students see themselves grow
Place in Time
An event after learning
A process during learning
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Assessment OF Learning
Assessment FOR Learning
Teacher’s
Role
Administer tests, interpret & use results; develop classroom tests & assign grades
Change standards into classroom targets, inform & involve students
Student’s
Role
Study to meet standards, strive for highest score/avoid failure
Strive to understand the target, use results to learn to do better next time
Primary
Motivator
Promise of reward, fear of punishment
Joy and expectation of success
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Rethink the relationship between
assessment & student motivation
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Applying the Principals of Assessment FOR Learning
• Student-Involved Classroom Assessments• Partners in practice test development• Learn the meaning of success• See how close they are
RESULT
A Clear path ahead for success
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Applying the Principals of Assessment FOR Learning
• Student Involved Record Keeping• Repeated self assessments over time• Growth portfolios with self-reflection on
improvement• Change (improvement) is apparent to the
learner
RESULT
Success is within reach
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Applying the Principals of Assessment FOR Learning
• Student-Involved Communication• Student-led parent/teacher conferences• Greater sense of responsibility• Pride in accomplishment
RESULT
GREATER ACHIEVEMENT
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STUDENT INVOLVED ASSESSMENT FOR LEARNING
Anything we do that helps students:
1. Understand learning targets
2. Engage in self-assessment
3. Watch themselves grow
4. Talk about their growth
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Students may hit the target today or they may not.
If they do not, it is crucial that they remain willing to return
and try again tomorrow.
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A proper belief
Our job is to help kids believe they are
capable learners…
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Physician’s Creed
Above all, do no harm
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Educator’s Creed
Above all, do nothing
to
diminish HOPE!
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Assessment Training Institute
Portland, Oregon
www.assessmentinst.com