It isn't either/or
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Wednesday, July 13, 2011
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I know one thing I really need to make more of an effort in is pre-assessing. I start the year off great and then all the other school stuff seems to bog me down and I place it on the back burner and end up assessing along the way as well as the end, but not the beginning (p. 149). I have been final assessing in different ways, but now I have a few more ways I'd like to try. I do think it's easy to fall into the routine of multiple choice TAKS like tests because we want our kids to do well on THE test, but that's not what happens when they are adults in the workplace. Asessments do need to be authentic (p. 150)and that's where our devotion as a district to problem solving comes in as well as product assignments like menus for example. When we see students actually applying their knowledge to solve a real world problem as opposed to just choosing A, B, C, or D, we are really able to tell not only whether a student has mastered a concept, but if they are able to take the concept and apply it to different situations that they could actually encounter or can relate it to something they may have had to do for themselves away from school. This is when the kids get those "a-ha" moments and they get excited because they can truly see why what they're learning in class is important AND relevant. It's not just knowing how to multiply because that's what you've been doing in class for the past two weeks and know that you have to multiply (only) in order to pass the test because that's all the test is made of.
ReplyDeleteAssessment portfolios that we maintain explains why our GT students are throughout the room perhaps doing different things. Assessment allows each child in the GT program to make continuous progress given the differentiation that is essential to a GT program. Differentiation is essential to all learning environments, I believe, when all students with varying abilities can work at their level of need, their appropriate learning style, and work on their strengths and interests. Assessment is essential for the child to know (and parents) how they are doing. It is important to acknowledge their successes to motivate and inspire further successes. Our portfolio system maintains an assessment records on each child, the objectives written for that child which always includes the appropriate Bloom’s level of thinking for that particular activity for that child. On page 152, rubrics as scoring guides have been used by us in this GT program for years and have proven to be quite successful for both teacher and student self-evaluation. It becomes a valuable tool when we use it as a sit-down discussion/conference time to speak individually with the student when reviewing the rubric results together. As discussed on page 155, we are afforded a time for reflection with our kids and the personal one on one time serves as a wonderful opportunity for us to guarantee “continuous learning.”
ReplyDeleteThe DAP Tool charts from pages 158 to 161 is one in which I would like to incorporate. It would serve our GT program well in the major component areas of content, presentation, creativity, and reflection. It is important to have consistent feedback to students in order to improve their performance level for the next task/product. When analyzing the charts the three tier method as an excellent format to differentiate and assess products. I will consistently use assessment as a guide to instruction for each individual student. For our GT program we will continue to set high expectations for our students knowing each student will continue to progress at their level with success and move on to higher and higher expectations with assessment as our guiding force behind our teaching strategy.
ReplyDeleteI want to begin using rubrics with the assigned products. I believe it gives students the exact expectations for the products and they will be able to understand how they are being assessed. On pages 152-153 rubrics are discussed. I particularly like the third point in the book on page 152 that discusses how to create rubrics. I like that there are so many options on the web to help you create a rubric, so that you can really make it fit your students and the product they will make. I also liked the statement made on page 79: “Students need to have rubrics that will guide them to the next level of expertise …” We should be using rubrics to provide feedback and help the students grow to their next level, not just use them to see what grade to enter in the grade book. Rubrics will also be helpful when grading writing assignments. I think it will benefit the students to see what strengths they have and what areas they need to work on, instead of me just telling them.
ReplyDeleteI will try and pre assess more. I will also create rubrics that are more generic like the DAP tool rubrics (158-161) instead of more product/project specific ones and will give them to my students ahead of time so they are aware of how they will be scored.
ReplyDeleteI think that one thing I am going to apply to my classroom is to try and ensure authentic assessment. I know in the past I have tended towards paper and pencil assessments, but after reading the book those aren't the only way to show students are learning. On page 151, the book discusses how the products should be shown and shared. This is also something I would like to try. I think the students would work even harder knowing that parents and peers would be looking at their work. It is also so important to give the class clear expectations as discussed on page 152. Overall, my goal is to make sure that whatever product is chosen for a lesson, it shows me that they are learning and making constant progress.
ReplyDeleteOne thing I realized after reading the book that I am going to apply to my classroom is that every choice I make in regards to the lessons taught and product choices must be strategic. The quote on page 149 says "There is nothing random about defensible differentiation." I am going to think about the choices I am making and not do something because it was done last year, etc. I am going to think "does this meet my student's needs?" and "does this fit into our curriculum?" I will use preassessment to guide my lesson choices.
ReplyDeleteIf I've taken away anything from this book, it is the need to preassess at the beginning of each set of lessons or unit. Based on that, I can differentiate for all students. The DAP Tool on p.153-165 will be very useful when evaluating products produced by students in response to differentiated activities chosen by my students. As it says on on p.169, I can't expect to do all lessons with differentiation at first but take small steps and find a colleague willing to do it with me. I will encourage others to read this book.
ReplyDeleteI learned the importance on preassessment. I have used rubics for grading but really like the DAP tool that was explained on pages 153-164. I really like the reflection piece.
ReplyDeleteI think this is the piece that sometimes gets short changed due to time issues.
I have always used rubrics for grading, but I never truly understood the 0-10 scale and always felt that there was too much leeway for the teacher (me). I always felt guilty about giving the lower scores – except for the 0 when they did nothing. However, the detailed 0-6 scale on pp156-157 really made the muddy waters clear! This year, I plan to give the students the scale at the beginning of the year, and then grade on that scale for our projects.
ReplyDeleteIn addition, I would also grade my ESL students on a slightly different scale in the past – and felt guilty about that too! Now, I feel confident in using a modification of the Three Tiers to accommodate and encourage all of my students.
What stands out the most to me from this book comes from Ch. 3, where the author describes how to set up the differentiated classroom. I learned that it is important to start creating that climate on day 1, pg. 21. I now see how to present this to students and parents. I am excited to see how well this holds the students accountable to themselves. Just to be able to push my higher leveled learners to WANT to go beyond what they already know absolutely intrigues me. Pg. 39-40
ReplyDeleteI am also looking forward to using a menu-styled list of learning experienciences such as the ones presented on pg. 72-76. I also plan to use the Box Chart, figure 6.14, pg 101. I think it's a great alternative to the common Venn Diagram.
On page 148 it says," Remember that feedback is the breakfast of champions." Kids need feedback and quickly, so they can work on whatever area needs improvement. The authentic assessment is so important (p.132), so i will try doing some of the think-tic-tac-toe and DAP assessments this year. I also think it is important for students to know what is expected of them and using a rubric allows them to have a checklist of what they need to have accomplished for the project.
ReplyDeleteRather than simply use end of unit tests I will definitely use more pre-assessments this year. I will also ask "How do I best match kids to content, process, and product so that continuous learning occurs?" (Page 150) I use rubrics often, but I might try the DAP tool (I especially like the reflection component.) I will remind myself not to "limit students’ learning by setting the learning ceiling at
ReplyDeleteproficiency" (Page 165) so that students who are ready can reach their potential.
As a trainer and now I-Coach one area that I feel that always need to be addressed in trainings is the assessment piece especially when products and projects are implemented in the classroom. I think most of us are more conscious on assessment at the end of a unit, but pre-assessing is extremely valuable to have a starting point with the students. Thus, I will share the concept of preassessing with my teachers on my campus.
ReplyDeleteI really connected with the Products section (pg 151). "The whole point of differentiation is to engage each child in making continuous progress. Products are primary vehicles to do just that."
ReplyDeleteI started using this idea this year and will continue to do this. I am going to try and implement this in more than just one unit. Giving students choice in their products can alter their drive for learning - the process.
Assessment is a key component in differentiating instruction for our students, especially preassessment. I will be the first to admit that my second grade team has consistently performed standard testing post teaching. It will be unique for me to suggest the preassessment discussed in this book. It makes total sense to preassess our students as to defer bordom for our GT or high achieving students. Life exposure also differs amongst students, therefore some students are more advanced while other students have yet to be exposed to a concept. I feel as though all students should be provided differentiated instruction, therefore I would like to incorporate the DAP tools to assess student work. I would like to incorporate the learning survey at the beginning of this year to help with purposeful grouping. "Authentic assessments" should be incorporated mor than pen to paper as to take our students through real world experiences as we learn new content (page 150). I will strive to assure my students have "continuous progress" through "authentic assessment" throughout each subject. I am definitely going to encorporate the Tic-Tac-Toe tool to help me reach my goal of true differentiation in my class.
ReplyDeleteI will use assessments to drive my instruction and rubrics that encourage high level thinking and that let students know the expectations of the product. [pgs. 149-152] I will try the Developing and Assessing Products Tool (DAP Tool) described on pages 152 - 164. This tool “provides consistency in guiding the development of products ... and in assessing them.” [pg 153] In order to promote continuous learning in my students I need to differentiate according to my students’ learning preferences, ability/readiness levels, and interests. The information in this book will provide a great resource for me to return to throughout the year for ideas and inspiration.
ReplyDelete"The whole point of differentiation is to engage each child in making continuous progress. Products are primary vehicles to do just that." (Chpt 9~pg.151) When thinking about preassessment data and matching the product to the level of learning each individual student exhibits, evaluation and learning about what critical components (p. 151)are appropriate and designate excellence for the different products becomes of utmost importance. I will consider the levels of learning more often as I tweak the learning opportunities for my students in the upcoming school year. The insight to assessment in this book is valuable and the reminder to create "authentic" (p. 150) assessments truly allows for students to experience a natural flow of learning.
ReplyDeleteFirst of all I will attempt to "tame the assessment beast" by pre-assessing what students already know, for how else will you know what they actually learned that they didn't already know. Thus, I will be using the "key questions leading to differentiation" (p. 9) when planning each unit of study. I plan to focus on assess products chosen by the student using the Think-Tak-Toe model to evaluate if each child has sufficiently made individual progress. I will use Chapter 9 and Appendix J as a reference when making DAP tools to assess student products.
ReplyDelete@ nlopez - you have articulated so nicely what I am just now really starting to realize - that the goal of education is to arm students with strategies and practice solving real-world problems. Just knowing a bunch of information isn't going to cut it anymore. This is a daunting task, but it's also really exciting at the same time.
ReplyDeleteI'm not sure if I will actually change any of my practices as much as I will amend my views on the reasons for assessment. This is based upon the idea presented at the beginning of Chapter 9, when it says,"Assessment documents why kids are doing different things at the same time." Because I use the workshop model for my classroom, I am often asked why certain kids are doing one thing, while others are doing something else. The assessments administered to my students actually just add one more level of explanation for why I make the instructional decisions that I do. In other words, while I have always known assessment drives instruction in terms of planning, delivery, etc., it can also "defend" instruction as well.
ReplyDeleteI will spend more time and focus on pre-assessment. I think I've been neglecting this step in my teaching. After all, "instruction should be a response to assessment" (165). I will also remember that "assessment needs to be authentic and linked to the real world" (165). I have learned several strategies that I will use with my students.
ReplyDeleteIn the past I have used rubrics with major projects, but I will also start using the DAP Tool. It is clear-cut and very straight forward. The components, content, presentation, creativity, and reflection (pg.155) are areas that cover whether or not material has been learned and if the student is making continuous progress. The book presses how assessments needs to be authentic and linked to the real world (pg.165)...it made me think if real world meant STARR. Definitely in math, most of my assessments came from questions that were in a STARR-like format. The weekly checkpoints we give are in STARR-like format. So how can that be real-world assessment? Yes, instruction should be a response to assessment and assessment should be ongoing as stated in the text. This year I am creating quick assessments that I can give to students throughout a unit or when covering a concept to ensure all students are "getting it" and making continuous progress. (pg.165) I feel like I spend a ton of time making quizzes and tests not realizing that assessments need to be we much more simplified.
ReplyDeleteIn response to Weedin, I agree that I will make more of an effort to focus on pre-assessment. That is definitely an area that I need to work on.
ReplyDeletelI am most excited to begin my year by offering a multiply intelligence assessment to stimulate a metacognitive approach for the students to understand how they learn best.
ReplyDeleteI will also use this in determining groups. On page 116, "grouping is key to continuous progress for kids - if the groupings intentionally managed.". In the past, I have grouped students, but this year my groupings will be intentionally organized depending on skill, ability, interest, and style.
On July 26th Ratliffb quoted from page 140 that "...Feedback is the breakfast champions. " I agree with this. Constructive, authentic feedback motivates and encourages students on their academic path. I like the think-tac-toe and DAP and have incorporated those into some units I have used in the past. I believe they will add differentiation and a higher level of interest to my units.
ReplyDeleteI will definitely work harder to preassess before beginning units. "Real-world products encourage and require high-level thinking, including creative thinking about the content." p. 150. I will strive to make content, products, and assessment more in line with real world problems. This will also increase the level of interest. I'm very interested in the DAP tools, but not very comfortable with them. I would love to get together with a teacher who uses them in the classroom.
ReplyDeleteIn response to rpiccola, I agree with starting out on day one. The first day of school is so close now and I've begun deciding on how I can present that to the students and parents during the first week.
ReplyDelete