Teacher Leadership: Standard 11

For Standard 11 of the Teacher Leadership, the class that I took during the summer session-Standards Based Assessment, really aligned itself and is what I refer to most throughout this reflection.  Going into the class, I knew we would be focusing on assessments and their relations to the standards based off of the course title, but other than that I wasn’t sure what direction we would be going. In looking at the syllabus I did get slightly intimidated. I wasn’t sure what the Learning Progression was going to entail. Knowing that my previous experiences through this program, classes have done a very well with building and connecting with each other. This time around, with taking Instructional Strategies class last quarter, I was able to apply some knowledge about how lessons are designed with an emphasis on assessment, as well as, the importance of feedback.  
As stated in the Standards Based Assessment syllabus, the goals of this course were to: first, have us develop a sense of assessment vocabulary and conversation. And secondly, define and implement a strong understanding of a sound classroom assessment practice and experiences within an authentic classroom context. After reading the goals, I became excited as for what this class was going to teach me. Assessment is such a broad concept and involves so many understandings that I still was unsure of.

At the beginning of this course (EDU6613), I knew the basics of formative assessments. I knew that formative assessment was mostly about providing information about where your students were and how effectively your teaching was for that particular skill or topic. They are not to be used as "gotcha" moments for students, but learning moments/check-ins for the teacher and for the students themselves. Formative assessments allow instant, and in the moment data to be collected in many different ways. Such as whiteboard practice, listening and observing students in partner or group work. What I did not know before this course, was how many formative assessment types that are out there for teachers to use, and how to effectively collect that data (which is what I focused on for my main research paper for this class).

One of the biggest connections I made was how the concepts of eliciting evidence of student learning and feedback are connected. Even self-assessment makes its way in there as part of the process. As stated in the Wiliam text, "once the teacher knows where learners are in their learning, she is in a position to provide feedback to the learner about what to do next" (Wiliam, 2011, 105). A take away was something that I read in Douglas Fishers’ text “The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning when I was conducting research for my Assessment into Action paper. With my main focus being eliciting student learning (formative assessments) AND the collection of that data, Fisher really communicated to me that the evidence and data we collect is not just for me as the teacher but also for my students themselves.

According to Fisher and Frey, “Formative assessments inform instruction within and between lessons, for both student and teacher. Formative assessments confirm what a student has mastered and identify the learning that comes next for the student. This improves learning because instruction can be adjusted while there is still time to act – before the graded event. Formative assessments involve students in evaluating their own thereby promoting student metacognition and reflection. Monitoring student progress with learning trackers (observation logs, observation forms, conferring logs, etc.) provides the teacher with data, e.g., the degree to which the student has mastered a learning target, who needs re-teaching, who needs additional challenges, what the next learning target should be, how students should be grouped for small-group instruction, and who needs to be observed more closely for a possible learning intervention. Meaningful information can come with purposely designed and systematically used learning trackers which are then used to make decisions about student placement and instructional pacing” (Frey & Fisher, 2011).

            As a result of my learning, I now know that formative assessments (various types) and the data they produce are not just for me, but for my students too. Author Kathy Dyer really helped me get to this light bulb moment. However, in order for my students to be able to set goals and use the data like I would to drive my instruction, I have to create a data literate classroom environment. Dyer states that “making students gatherers and users of their own data changes the dynamics of the classroom. Vocabulary in conversations becomes more quantifiable, even if it includes qualitative data. Students use academic vocabulary when advocating for what they need as learners or content to learn” (Dyer, 2014). It will be important to implement time within my instruction to allow students to collect and look at data about themselves as learners. Teach them how to read the data and establish goals based off the data they see. I also plan on is using technology to both formatively assess my students and collect data. Before this class and conducting my research, I strictly used to 2-3 formative assessment types: whiteboards, paper and pencil exit slips, and observations of what I heard and seen my students do during independent, partner or group work.

As I mentioned in my ‘Action Plan’ section of my paper, my favorite technology tool that I would like to use with my student during lessons is Plickers. I appreciate this tool’s ability to collect data live and collect instant feedback that I can use to direct my instruction almost immediately during a lesson. The best concept about this tool is that it allows students to also think critically. According to the Center for Innovation in Research and Thinking, “Plickers engages ALL students in critical thinking. It gives all students the chance to participate and engage in learning without feeling self-conscious. This format allows students to use their skills in a game-type setting.” I can see myself using this during math lessons as a quick check-in of a certain problem style or even as a review. I could also use this during a vocabulary lesson or ELA, for quick comprehension checks of the book we are reading. Design the questions to focus on the reading comprehension strategy we would be working on to get my students to apply the skill in class.

            Another assignment we did in this course that I would like to implement in my classroom this upcoming year is the touches more along the lines of self- assessment. For the task on the discussion board, I watched two videos on the Teaching Channel, the first was "Self-Assessment and Peer Support" and the second was "Show Your Cards." Both of these videos used the formative assessment style of students using colored cards for the teacher to check for understanding. The first video had students use the cards for self-assessment and then were asked to look around and pair up with a card that had more of an understanding for some guidance and feedback. The second video, I really enjoyed because the students used the same routine of showing their cards for understanding, but it then led to a whole class discussion which aligns to how Wiliams described the process of teachers using the Colored Cups on page 156 of his text. "This technique neatly encapsulates two key components of effective formative assessment- engagement and contingency" (Wiliams, 2011). Students who show they are understanding are held accountable to self-monitor that they truly understand due to the possibility of being called on to explain. While a person who shows red, is taking that initiative and breaking that barrier of feeling judged for not understanding. I just love this idea and have implanted it into my classroom this year. My kids love it and do an amazing job with it. It helps me so much with collecting data and driving the next steps on my instruction. I use it most during math time-checking in with skills and concepts.  

            I learned a lot from this class by conducting research and collaborating with my group members through the discussion boards. I have gained a better understanding of the many purposes of formative assessments and the tools out there to execute and collect the data they offer. Along with these new understandings, time is going to be the biggest struggle when it comes to implementing my new learnings. I believe with the new school year quickly approaching, my focus will be picking a few of these new ideas-like creating a data literate classroom environment, using Plickers as a formative assessment type for both ELA and math, as well as, using the red, yellow, and green check in cards to formulate a whole class discussion about new learning and misconceptions. In order for these ideas to be successful, I have to dedicate the time to develop and implement them into my teaching. Making sure my students understand the concept and use of each. Once I gain that understanding, collecting pros and cons of each, I can share these ideas with my grade level team during our PLC time. I am excited to continue to roll out these new ideas this year and share them with my team as I work with them.

References

Dyer, K. (2014, April 25). Making Assessment Data Actionable: Focus on Students.

Retrieved from https://www.nwea.org/blog/2014/making-assessment-data-actionable-focus-students/

Frey, Nancy & Fisher, Doug. The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning. Alexandria, Virginia: ASCD, 2011.

Teaching Channel. (2011, Dec). Self-Assessment and Peer Support Retrieved from https://www.teachingchannel.org/videos/peer-teaching--2

Teaching Channel. (2014, May). Show Your Cards! Retrieved from https://www.teachingchannel.org/videos/show-your-cards-student-assessment

Wiliam, D. (2011). Embedded formative assessment. Bloomington (In.): Solution Tree.

Artifacts:

Assessmentinto Action

LearningProgression