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Making sense of the second half of chapter 3 in Learning By Doing by the Dufours
Citation preview
Creating a Focus on
LearningT h e P o w e r o f
C o m m o n F o r m a t i v e A s s e s s m e n t s
Here ’s the th ing about assessments . . .
• Schools should certainly use a variety of assessments: those developed by individual teachers, a state or provincial test, district tests, national tests, tests that accompany textbooks, and so on . . .
HOWEVER . . .
to be an excuse for ignoring the need for common,
team-made
formative assessments
. . . school leaders should never a l low the
presence of these other assessments
W hy
s h o u l d w e u s e
f o r m a ti v e a s s e s s m e n t s ?
Teachers active engagement
in the development of the assessment
leads them to
accept greater responsibility for the results
“. . . assessment for
learning rivals one-on-
one tutoring
in its effectiveness
and that the use of
assessment particularly
benefits
low-achieving students."
A s t e a c h e r s
work together
t o s t u d y t h e
e l e m e n t s o f e ff e c t i v e
a s s e s s m e n t ,
t h e y i m p ro v e t h e i r
a s s e s s m e n t l i t e r a c y
Teachers have been told that
eff ective teaching is
preceded by p l a n n i n g
and
fol lowed by r e fl e c t i o n
Refl ection enhances s tudent learn ing on ly
when i t i s :
• collective - a team of teachers reflecting rather than
an individual
and
• based on actual evidence of student
learning
rather than an appraisal of particular teaching strategies
Dis t r i bu t ing s ta te and
d i s t r i c t gu ide l i nes to
ind iv idua l teachers
a s a subs t i tu te
f o r team d ia logue
Beware!
Failing to include team dialogue
based on evidence of student
learning
as part of the curriculum and
assessment process
Assigning a committee of teachers to establish the curriculum and present it to their colleagues
A r g u m e nt s
Teachers a re
too busy to c l a r i fy
cu r r i cu lum and /o r c rea te
assessments ,
a n d . . .
t e a c h e r s lack the knowledge
and ski l ls
t o d o t h e w o r k w e l l .
h a v i n g
someone else
d o t h e w o r k p ro v i d e s t e a c h e r s w i t h a n
i m p o r t a n t s e r v i c e ,
School leaders wi l l need to prov ide
t i m e ,
re s o u rc e s,
a n d t r a i n i n gt o ass i s t them.
I t i s b y
e n g a g i n g t h e p ro c e s s
t h a t t e a c h e r s l e a r n ,
s o d o n o t
r e m o v e t h e m
f r o m t h e p r o c e s s !
•W h a t mu s t ou r
s t u den t s l ea rn ?
• H ow w i l l we
kn ow i f t h ey
h a ve l ea rn ed i t ?
K e y Q u e s t i o n s
Tips for Moving Forward !
L e s s i s m o r e :
m a i n p r o b l e m i s n o t t h a t w e
d o n o t d o e n o u g h ,
b u t r a t h e r t h a t
w e a t t e m p t t o o
m u c h
I d e n t i f y t h e e i g h t - t e n
m o s t e s s e n t i a l o u t c o m e s
s t u d e n t s w i l l b e e x p e c t e d t o
a c h i e v e
i n t h e i r c o u r s e o r s u b j e c t a r e a
f o r t h a t s e m e s t e r
Focus on profi ciency in key
skills –
not coverage
B y f o c u s i n g o n e s s e n t i a l s k i l l s ,
t e a c h e r s p r e p a r e f o r
8 0 - 9 0 p e r c e n t
o f t h e c o n t e n t t h a t w i l l b e a d d r e s s e d
R e c o g n i z e t h a t c o m m o n a s s e s s m e n t s m i g h t
c r e a t e t e a c h e r a n x i e t y
T h e y w i l l r e c o g n i z e t h a t
r e s u l t s
f r o m t h e s e
a s s e s s m e n t s c o u l d b e
u s e d t o
e x p o s e w e a k n e s s e s
i n t h e i r i n s t r u c t i o n
But what if I
am the
weakest
teacher on
my team?
My teammates
will lose respect for
me.
The principal may use
the results in my
evaluation.
If the results become public,
parents may demand that their child be removed from
my class.
I don't want to participate in a process that can be
used to humiliate or punish me.
I would rather work in blissful ignorance than become aware that I may be ineffective.
These are very real and understandable human emotions which should be acknowledged,
but not allowed to derail the effort to create a common curriculum and
common assessments.
Helpful Assurances :
individual results will not be distributed
to their teammates,
will not leave the building,
will not appear in board of education
reports,
or show up in district newsletters.
Te s t s c o re s
wil l take care of
themselves w h e n
s c h o o l s a n d t h e p e o p l e w i t h i n
t h e m
a re p a s s i o n a t e l y c o m m i t t e d
t o h e l p i n g e a c h s t u d e n t
d e v e l o p t h e k n o w l e d g e a n d
s k i l l s e s s e n t i a l
t o h i s o r h e r s u c c e s s .
U s e
a s s e s s m e n t s
a s a means
r a t h e r t h a n
a n end .
P l e a s e r e v i e w t h e
a c c o m p a n y i n g G u i d i n g
Q u e s t i o n s w i t h i n y o u r P L C t e a m s !