Assessing Student Progress

Fixes for grading

Grading for Growth

Going gradeless

SE2R Narrative Feedback Model
(Summarize, Explain, Redirect and request resubmission)

Summarize: "You wrote a brief reflection on The Hunger Games, in which you mix plot details and your own personal connection."Explain:"The summary information demonstrates comprehension of plot elements including characterization and conflict -- elements of fiction we recently learned. I think, however, that you misidentify the rising action. I like how you show empathy for Katniss and her plight, as she faces the prospect of killing Peeta (hint: what story element is this?). Elaborating on this part would help."Redirect and request resubmission:"Please review the presentation on rising action on our classroom web site. Then, revise your reflection, reworking the part on rising action, in order to demonstrate understanding of the concept. Then, elaborate on your feelings about Katniss's tough decision near the end of the story. When you have finished, e-mail me or send me a message on our private message board, telling me that you've done so."

assessments are submitted in parent portal but directly used for grading

decided at end-of-year 1:1 conference

allow students to make go back, correct/resubmit

through effort, earn higher scores

from "what's my grade?"
to "What can I do better?"

motivate avoidant-oriented and
success-oriented students

Student self-assessment/awareness drives effort to learn

clear rubrics = set expectations/self-track progress

have students practice using rubric on example work

peer assessment

Gallery Walks protocol

Peer-Feedback sentence stemsI like...I wonder...Assign students role to focus feedback on:Significant contentDriving questionIn-Depth inquiryPublic audienceMedium:In personor in online forumPrinciples (Ron Berger):Be kindBe specific Be helpful

Critical friends

Benefit: Change our lens towards critique. Become open-minded to feedbackWilling to give support."When groups are able to successfully critique, they become learning organization."

Rubrics

Use simple language that can be understoodUse pictures/symbols 😀🤨😕Use "I" language and "can do" statements ("I can write a short simple postcard")Description as observable behaviour (not "understand why..." Rather "I can explain why...")Avoid adjectives like "good" and "excellent"Make levels clearUse parallel language.Teach the rubric.

Types

Holistic

Quick to grade

less/no actionable feedback

Analytic

Developmental

Single-Point

space to write strengths & weaknesses

no boundaries on student performance

student freedom

not easily quantified
(avoids peer comparison)

Checklist

Content

Simple, Age-appropriate

⭐️/⭐️⭐️/⭐️⭐️⭐️

😕🙂😁

Still Learning/Sometimes/Almost always

Unsatisfactory/Competent

Below Standard/At Standard

"I" language

"Can do" statement

Parallel language

Description must be observable

Not "understand why..." Instead "I can explain why..."

Teach the rubric

Types

Formative

purpose

(1) Assessment FOR learning
(informs planning of future learning for T and S)

Backward design
(know the learning outcome)

1. Objective: Desired outcome, what students should know, be able to do?

2. Assessment: How will students prove they know? Product to produce?

3. Content: What materials will they need?

student diagnostic
(pre-assessment)

what students already know

gaps in prerequisite learning

start of class/unit surveys

ongoing/actionable feedback as a routine

for teachers to plan lessons,
group students,
differentiate

for students (self-/peer) to recognize what they don't know

(2) Assessment AS learning
(students as own assessors)

Language:Instead of "This counts towards your grade."Try "You're doing great with X but could use more practice with Y."Delay on gradesHold off on giving gradesGive comments without points deduction. Ask for reflections and corrections.Lower the stakes:Design low stakes assignments focused on concept.Not worried about losing points.Provide retakes:For the sake of learning, not raising grades.

self-assessment

Exam Wrapper
Post-exam meta-cognitive assessments

corrective feedback for
student's confirmation bias

Thinking strategy:
Think, Puzzle, Explore: What Qs do you have about this topic?
Connect, Extend, Question: Wha new Qs have emerged?

require students ask Qs about own learning

integrated into learning
(real-time, in-the-moment checks)

impromptu quizzes

class polls/anonymous voting

visual what they learned

entry/exit tickets

1-minute papers

Most important learning from the day and whyMost surprising concept and whyMost confusing topic and whySomething I think might appear on a test or quiz and why

3, 2, 1

3 things you didn’t know before2 things that surprised you about the topic1 thing you want to start doing with what you’ve learned

journal entry

Lesson reflection

How engaged were you with this assessment? Why?What did you feel most confident about? Why?What did you do that led to your success or confidence?What was the most difficult part of this assessment? Why?What would you do differently next time?What was the most confusing? Why?What do you know about the topic that the assessment didn’t allow you to show?

portfolio

class discussion

thumbs up, thumbs down

Rating 1-10

personal whiteboard

4 Corners

Carousel Brainstorming

Jigsaw

Examples

3 Dos and 3 Don'ts

Most common misunderstandings

Yes/No Chart (Do/Don't Understand)

3 Questions

Explain key point

Venn Diagram (compare/contrast)

Summative
(3) Assessment OF learning

ways to go beyond paper+pencil

record a podcast

write a play script

reliability of measurement

measurement error

fatigue/alertness on test day

affected by rater judgement (i.e. IRR)

Dealing with cheating

validity

word problems for ELL students

Can a single test assess differentiated classroom/students?

Competency-based learning
(assessing skills mastery)

Ipsative
(2-stage)

focus on making progress

pre-, post-learning

compare students with themselves