A More Complete Picture of Student Learning

This post originally appeared on Edutopia, a site created by the George Lucas Educational Foundation, dedicated to improving the K-12 learning process by using digital media to document, disseminate, and advocate for innovative, replicable strategies that prepare students. View Original >

I’m really excited to see that educators are clear about the use of formative and summative assessment. We’re using formative assessment to gauge the effectiveness of our teaching and to know what our students know and have yet to learn. We’re using summative assessment to evaluate student progress toward course goals and report grades.

It’s important that we understand the difference and communicate it to students effectively. At my school, I hear students explaining the difference to each other, and I know that they see their formative assessments as growth opportunities. They know that they have to show mastery.

At the same time, by naming assessments, we may be falling into a trap of being too rigid. I know that when some teachers name an assessment as summative, they might be wary of changing it to formative. Sometimes our curriculum prescribes these assessments and whether or not they’re summative, and we might feel compelled to comply with that direction.

Our current assessments are geared toward reporting on mastery—often what the grade measures—rather than learning. But we could create assessments that value the learning along the way. Such a system would record not just quizzes, tests, written work, and presentations, but also exit tickets, and even conversations between student and teacher.

I think the next step in the conversation around assessment is to be more flexible and to approach assessment of student learning as a photo album or a body of evidence rather than as one or the other of two things, either formative or summative.

It’s OK to Be Flexible
At the moment, the terms formative and summative are used to describe the intention of the assessment. Is the intention to check in on what students have learned thus far? Is the intention to reflect on instruction and perhaps change practice? Is the intention to give meaningful feedback to students? Is the intention for students to reflect and set goals? If the answer to these questions is yes, the intention of the assessment is formative. And if the intent is to score, grade, or provide a cumulative evaluation of learning, then the assessment is more likely summative.

It’s important to remember that assessments and their purpose can change. If a majority of students are not successful on an assessment that was intended as summative, educators should have the power to make that assessment formative.

And if a student performs at standard on an assessment that was originally intended as formative, educators might choose to use that assessment as summative.

Instead of being rigid, we should be able to change the purpose and use of an assessment in order to meet the needs of our students.

A Photo Album
Imagine that you hired a professional photographer to document an important event in your life. Maybe it’s a wedding, a trip, or a religious celebration. After the event, you reach out to that photographer, excited to see the moments that were captured. The photographer instead sends you only one photo—one photo that is supposed to capture all the important memories of the event.

We would never want just one photo of a big life event, and we shouldn’t want only one assessment to record our learning journey. Assessment should be more like a photo album, capturing many moments of learning. A photo album captures pictures of people, processes, items, events, and more, just as assessment should. If we treated assessment like a photo album, we’d use a variety of moments to get a better picture of student learning.

A photo album is celebratory and powerful, and assessment should be the same.

A Body of Evidence
As the teachers I work with plan units, I encourage them to not be tied down to rigid structures of assessment. Instead, they should continue to collect a variety of assessments. Students should take their own pictures, so to speak, and propose their own student-generated assessments to balance out ownership of the assessment process and products.

Consider the idea of a body of evidence. When we focus on a body of evidence, we don’t have to limit ourselves to a set number of assessments. We can use a variety of assessments to report student learning, from ones that we mandate to ones mandated by our districts to ones generated by our students.

So students might have different numbers of assessments. With some students, we may need more evidence of learning than we do with other students. All students deserve a body of evidence that shows their learning. This approach honors teacher skill and judgment and helps us better know and report on what students have learned.

Here are some questions to reflect upon as we consider this approach to assessment:

How can students generate their own assessment tasks?
Where can I be flexible in using assessments to report on student learning?
Can I use a variety of types of assessment to create an album of student learning?
Can I rely on a body of evidence rather than a set number of assessments?
How can I report on the most current data of my students?
How should I communicate this approach to parents and students?

Project-Based Learning Creates Exemplary Citizens

This post originally appeared on InService, the ASCD community blog. ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization with 160,000 members in 148 countries, including professional educators from all levels and subject areas––superintendents, supervisors, principals, teachers, professors of education, and school board members. View Original >

A powerful way to foster citizenship is to use Project-Based Learning. PBL requires students to investigate authentic challenges and problems and then take action and communicate ideas. These are all powerful skills of effect citizens. Many projects involve service-learning or can even target specific social studies standards connected to civics education. Projects also requires students to critically thinking throughout the project, and evaluate sources as they do research. PBL is the right tool to create effective citizens as an integrated part of the curriculum and not “another thing.”

PBL and the Social Studies C3 Standards
Many schools are adopting the new C3 Framework for Social Studies State Standards. The C3 Framework includes into 4 dimensions that include “Developing Questions and Planning Inquires,” “Disciplinary Tool and Concepts” that include content such as Civics and History, “Evaluating Sources and Using Evidence,” and finally “Communicating Conclusions and Taking Informed Action.  The overall framework is articulated as an inquiry arc “of interlocking and mutually reinforcing elements that speak to the intersection of ideas and learners.” Student engage in the inquiry process through developing questions and planning inquiries, learn disciplinary content and skills and use evidence and sources to communicate and take informed action. The overall inquiry arc serves as a vehicle to create effective citizens that not only have disciplinary civics knowledge, but also have source evaluation skills. Students in the C3 must also act as citizens as they take action and communicate ideas. PBL can complement this framework, by adding other effective pedagogical components to support learning. PBL can mirror the embedded inquiry in the C3 standards.

Design Tips
Even if you do no teach Social Studies or have adopted the C3 Framework, you can still create projects that can build citizenship. Design a project that connects to a local or national issue where students might investigate or communicate their ideas. If appropriate, students might advocate for an action or issue. Have students create products that go directly to an audience that might make an impact. Students could write a governmental official or share presentations with parents and the community. As many projects require students to research or investigate information sources, teachers can intentionally target critical thinking skills around evaluating sources in their project. Also, teachers can scaffold questioning and inquiry skills in any project to prepare students to citizens that are skilled inquirers.

Citizenship Now!
One of the pitfalls of thinking about creating citizens is that it is something in the future; something simply to work towards. Yes, we are creating citizens for the future. Students will graduate and become more active in adult-world as a citizen of the world. However, our students can be citizens now. Effect citizens question reality, think critically, advocate, make change, and communicate effectively. Our students can do that now; they don’t have to wait to be a citizen. When we use projects as a delivery tool for curriculum, content and skills, we create a context to learn and take action. We can use PBL foster citizens in the making and to make our students citizens now!

Get a Taste of PBL Before Your Students Do

Get a Taste of PBL Before Your Students Do

This post originally appeared on Edutopia, a site created by the George Lucas Educational Foundation, dedicated to improving the K-12 learning process by using digital media to document, disseminate, and advocate for innovative, replicable strategies that prepare students. View Original >

When you design a powerful project-based learning (PBL) experience for your students, you should consider doing it yourself—there are many benefits. You’ll learn the challenges students will encounter and can use that knowledge in your planning. You’ll be able to hone the assessment because you’ll know what’s learned and showcased in the project. And you’ll create a valuable exemplar or product sample for students to critique.

You’ll also build trust with your students as they see that you as an adult are a partner in the learning, not simply an adult giving them a task. You can share your learning with your students and give them feedback, hints, and warnings. All in all, doing a project we ask of students has a lot of payoffs.

But we’re all very busy, so how are we supposed to find the time to complete a project that can take 10 hours or more?

Consider Doing a Project Slice
A project slice is exactly what it sounds like. If a full PBL project is a pizza, a project slice is a sliver of it. It contains all the elements of the full project, but in a shorter form. Project slices can take one day or might be extended a bit longer depending on time available. The project doesn’t have to be one teachers plan to do in the classroom.

We know the value of PBL for professional development. Teachers work together on an authentic challenge to become true learners, exploring a driving question and participating in a launch, receiving instruction and feedback to support learning, and sharing their work and learning publicly. This helps teachers reflect on the experience of PBL, see challenges students will face, and create engagement and excitement for doing PBL in the classroom.

Many schools and organizations have done project slices. I participated in facilitating a project slice for teachers at PBL World in which they reimagined a school courtyard to focus on a global goal. A group of teachers at High Tech High engaged in a week-long project slice around the question: “What is our responsibility to our global neighbors?” And a principal I know designed a project slice to have teachers solve the issues of parking as well as parents picking up and dropping off students at her school.

Creating Your Own Project Slice
Designing a project slice is a lot like designing a PBL project. Here are some planning questions to support your thinking:

  • What is the authentic challenge? The project slice should be focused on something real and relevant. Consider local issues, perhaps school- or community-related. These don’t have to be huge issues like climate change or food scarcity; options include a school challenge or a local connection to a larger national or global issue.
  • What are the content and skills to be learned? The project should not only be authentic and meaningful but connected to clear outcomes. Pick standards and corresponding success skills, like presentation and collaboration, to give learners clear guidelines for success. While it might seem silly to have teachers do a project aligned to seventh-grade math and English language arts standards, doing so allows them to experience a project with a clear connection to content and skills and how they might be assessed.
  • What is the launch? All PBL experiences have something to launch the inquiry and solicit learner questions. Consider using a piece of correspondence, a video, or even a guest speaker to launch the project slice.
  • Who is the audience? It’s always challenging to get audience members for student presentations and work. Recruit parents, community members, and students long before the project slice occurs. Make the sharing of public work as real as possible.
  • How long will the slice be, and when will it occur? It’s most likely easiest to make this happen on a designated professional development day if you already have that in your calendar. A slice can also be a volunteer option during the school year, with the use of substitute or guest teachers.
  • How will direct instruction and other scaffolds be used in the slice? It’s really powerful when teachers experience direct instruction in a slice, as they see how it can fit into a project. Scaffolding activities like readings, research, jigsaws, and the like can support the learners in the project slice and model a variety of instructional strategies.
  • How will participants get feedback and reflect? Plan reflection along the way to mirror this critical component of a student project. Reflection can take the form of journals, table talks, and quick writes. And have participants give each other feedback to model critique.

Focus on Being a Learner
While it is critical to reflect on the implications of teaching through PBL as you engage in a project slice, it’s also important to pay attention to being a learner. There can be moments when we step out of the project slice experience to think about implementation as a teacher, but it’s extremely powerful to commit to being a learner and reflect on that experience. Use the reflective moments planned inside the project slice to reflect on how it felt to be a learner. What challenged you? What was exciting? What did you learn? What do you want to learn next?

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