tag:blogger.com,1999:blog-70056617660433428592024-03-04T23:15:37.707-08:00Anne Davies and Sandra HerbstAnne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.comBlogger96125tag:blogger.com,1999:blog-7005661766043342859.post-75015667290089996282015-10-20T18:56:00.000-07:002015-10-29T19:11:34.477-07:00Continuous Reporting?<style>
<!--
/* Font Definitions */
@font-face
{font-family:Times;
panose-1:2 0 5 0 0 0 0 0 0 0;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:3 0 0 0 1 0;}
@font-face
{font-family:"MS 明朝";
panose-1:0 0 0 0 0 0 0 0 0 0;
mso-font-charset:128;
mso-generic-font-family:roman;
mso-font-format:other;
mso-font-pitch:fixed;
mso-font-signature:1 134676480 16 0 131072 0;}
@font-face
{font-family:"Cambria Math";
panose-1:2 4 5 3 5 4 6 3 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1107305727 0 0 415 0;}
@font-face
{font-family:Cambria;
panose-1:2 4 5 3 5 4 6 3 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1073743103 0 0 415 0;}
/* Style Definitions */
p.MsoNormal, li.MsoNormal, div.MsoNormal
{mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-parent:"";
margin:0cm;
margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
a:link, span.MsoHyperlink
{mso-style-noshow:yes;
mso-style-priority:99;
color:blue;
text-decoration:underline;
text-underline:single;}
a:visited, span.MsoHyperlinkFollowed
{mso-style-noshow:yes;
mso-style-priority:99;
color:purple;
mso-themecolor:followedhyperlink;
text-decoration:underline;
text-underline:single;}
p
{mso-style-noshow:yes;
mso-style-priority:99;
mso-margin-top-alt:auto;
margin-right:0cm;
mso-margin-bottom-alt:auto;
margin-left:0cm;
mso-pagination:widow-orphan;
font-size:10.0pt;
font-family:Times;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-bidi-font-family:"Times New Roman";}
p.separator, li.separator, div.separator
{mso-style-name:separator;
mso-style-unhide:no;
mso-margin-top-alt:auto;
margin-right:0cm;
mso-margin-bottom-alt:auto;
margin-left:0cm;
mso-pagination:widow-orphan;
font-size:10.0pt;
font-family:Times;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;}
.MsoChpDefault
{mso-style-type:export-only;
mso-default-props:yes;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
@page WordSection1
{size:612.0pt 817.0pt;
margin:94.4pt 63.8pt 65.2pt 63.5pt;
mso-header-margin:59.55pt;
mso-footer-margin:59.55pt;
mso-paper-source:0;}
div.WordSection1
{page:WordSection1;}
-->
</style>
<br />
<div style="margin-bottom: 12.0pt; margin-left: 12.0pt; margin-right: 0cm; margin-top: 5.0pt;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div style="margin-bottom: 12.0pt; margin-left: 0cm; margin-right: 12.0pt; margin-top: 5.0pt;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div style="float: right; margin-bottom: 12.0pt; margin-left: 12.0pt; margin-right: 0cm; margin-top: 5.0pt;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div style="float: right; margin-bottom: 12.0pt; margin-left: 12.0pt; margin-right: 0cm; margin-top: 5.0pt;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: blue;">"What is continuous reporting? I want to
students to do most of the work. What can it look like?" </span></span><br />
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: blue;">"How is
it possible to do e-portfolios with young children without using all my
personal time? </span></span></div>
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: blue;">Can we even
do it with the technology we have in this classroom - one iPad and Apple
TV?"</span></span></div>
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The idea of continuous reporting is one that has great currency right now.
And, it is certainly as idea that is possible given the technology that is
available. However, moving to continuous reporting takes time and resources. It
is important to examine what resources you have to make continuous reporting
possible given your context. In the example below, I share the conversation I
had with Kari Nye, a multi-age 1 and 2 teacher in the Comox Valley School
District.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<br />
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;">****************</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Kari Nye posed the questions above when I visited her multi-age 1-2 grade
classroom this week. The context for her work is changing. There are massive
curriculum changes underway. Report cards are also changing but teachers are
being asked to explore different possibilities.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">How did I respond? I began with a question, <i>"It is the fifth week of
classes, how are you involving students in the assessment process now?"</i></span><br />
<div align="center" class="separator" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div align="center" class="separator" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSr1UGeqfHMyxOmQLuMJodxBLwCqqXoleUoEdxw3DFH1FxnZIoQtM4clJsxtgyQGWfpCdNMD7kyhVBGb1PqlZlQpBupyPq6sCGr0B_aBpXjTlAkUkA1R2AkfFV6sGjRjZW43ZlUpaTJKM/s1600/KariandClass.jpg"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-no-proof: yes; text-decoration: none; text-underline: none;"><br /></span></a></span></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJJOvU0IFuKTZLACTC2cCZngpA581MtW2TWJTKGB2HshE0qD_kF9iykKSIRDTKXl1Eude540dG5Kd2vXpipuy2mKVy_w9ImLABQ4-p3I5jG2j6XYzfGLlxcKpGwdGZ-4g0jWyF74or3mk/s1600/KariandClass.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="252" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJJOvU0IFuKTZLACTC2cCZngpA581MtW2TWJTKGB2HshE0qD_kF9iykKSIRDTKXl1Eude540dG5Kd2vXpipuy2mKVy_w9ImLABQ4-p3I5jG2j6XYzfGLlxcKpGwdGZ-4g0jWyF74or3mk/s320/KariandClass.jpg" width="320" /></a></span></div>
<div align="center" class="separator" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-no-proof: yes; text-decoration: none; text-underline: none;"><br /></span></span></div>
<div align="center" class="separator" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div align="center" class="separator" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div align="center" class="separator" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="color: blue;"><span style="color: blue; mso-bidi-font-family: "Times New Roman";">"We are looking
at samples of student's work and we are talking about quality work. I show
samples using the iPad and Apple TV. I ask students to share their ideas about
what makes it a quality piece of writing. Then I ask them for one or two ideas
that could make it a better piece of writing next time. I help students to be
very specific. We point to the evidence in the samples. We've been doing this
since the beginning of the year."</span></span></b></span></div>
<div align="center" class="separator" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibVl3Y_z63uyWBwpN9N0ypnEa5-35LQFp-aHF-A21zlqXdI-J07gsDLzduocTXIRtkeEE-nb8mG_JnvtMYU0WJ620ZsBZey_PRVIjxCaLUCeWHi0c6mUNKPykc17gQy5tSwWaup-08gLo/s1600/Kari-3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibVl3Y_z63uyWBwpN9N0ypnEa5-35LQFp-aHF-A21zlqXdI-J07gsDLzduocTXIRtkeEE-nb8mG_JnvtMYU0WJ620ZsBZey_PRVIjxCaLUCeWHi0c6mUNKPykc17gQy5tSwWaup-08gLo/s320/Kari-3.jpg" width="290" /></a></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<br />
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: blue;">"<b>We have
just started to co-construct criteria because the students are pretty good at
identifying quality in work samples I show. I began by asking them what are the
signs of a good drawing book." </b></span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJzfte3GtF8RO5ARzS-SdKs1UrxarW8dAYVPrkoYMmdP8R-Pk1JkpfXxAf1pKRHKtaYvwIQlwfKWKsQWzQr89tghBAhiTwQcZr46s504fsNx1B-gUR2sn8cv2du9-lrsS0jpyYfWB_or0/s1600/Kari-5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJzfte3GtF8RO5ARzS-SdKs1UrxarW8dAYVPrkoYMmdP8R-Pk1JkpfXxAf1pKRHKtaYvwIQlwfKWKsQWzQr89tghBAhiTwQcZr46s504fsNx1B-gUR2sn8cv2du9-lrsS0jpyYfWB_or0/s320/Kari-5.jpg" width="320" /></a></span></div>
<div align="center" class="separator" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<br />
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="color: blue;">"After
I asked students to choose a piece of work of good quality and put a pink
sticky note on it. Then I gave each student 5 sticky 'stars' to place on their
work to show evidence of each of the five criterion."</span></b></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<br />
<div align="center" class="separator" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPhjUqTSMxNKQljw4eseqxCG1pO78BLIrNyQwuSDWciT2kPYV61YC6WfhgA9KkK-V7mSdNX2j8p9kyLyfQjf6Ef5sfDR-75cMDB5Wn6TcnkiEWTxkjo_OpAHd2rRl_jlGxloSFfwx5ZOo/s1600/Kari-6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="209" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPhjUqTSMxNKQljw4eseqxCG1pO78BLIrNyQwuSDWciT2kPYV61YC6WfhgA9KkK-V7mSdNX2j8p9kyLyfQjf6Ef5sfDR-75cMDB5Wn6TcnkiEWTxkjo_OpAHd2rRl_jlGxloSFfwx5ZOo/s320/Kari-6.jpg" width="320" /></a></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><b><br /></b></span>
<br />
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="color: blue;">"I
typed the criteria up (see lower left of sample below). Then I met with each
student and they showed me the evidence for each criterion and they set a goal.
The goal was highlighted in yellow."</span></b></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdG3iPKVULQBvqes-QoKTq5AvzbYLGdQMcG-aqJII3hWQu77Of1epng2K6WBdBqT4yUrh_En1XoHsCx0bvArBSyA-7Z1XfjzNeLSGldQXHrCBCzscnVxQC8rYmoOsUtOALGRHnSPJbEeE/s1600/Kari-7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="210" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdG3iPKVULQBvqes-QoKTq5AvzbYLGdQMcG-aqJII3hWQu77Of1epng2K6WBdBqT4yUrh_En1XoHsCx0bvArBSyA-7Z1XfjzNeLSGldQXHrCBCzscnVxQC8rYmoOsUtOALGRHnSPJbEeE/s320/Kari-7.jpg" width="320" /></a></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">As Kari showed the samples, I thought about how she was preparing students
to be engaged in reporting - they were looking at samples of work, talking
about quality attributes, developing success criteria, talking about possible
'next step' goals and showing proof of quality.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Then I asked, "How are you collecting evidence of learning now?"</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Kari showed me a collection of large sheets of paper folding into a pocket.
Each child had decorated the front of their own pocket. Inside each child had
stored some selected pieces of work.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Then we had a conversation about reporting requirements and about the
reporting process. Kari's students will be part of a student-parent-teacher
conference. She wants students to be a large part of the reporting process. We
talked about the need to show student learning over time so parents could see
the learning. And the need for teachers to be present and involved as they need
to both make and be seen to be making an informed professional judgement.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">By the end of our conversation Kari had tentatively decided to continue
having students collect their work into the large pocket folder. And, in order
to help parents and students see progress over time, she planned to have a
simple portfolio (see sample in photo below) that would include a beginning
samples of reading, writing, numeracy and choices from early in the school
year.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Then, before reporting, students would select another sample from the big
pocket folder showing their growth and improvement in each area. They would do
a self-assessment using a frame such as, "I used to... and now I...."
The four pocket portfolio could be organized by term (e.g. Baseline, November,
March) or by the subject areas (e.g. Reading, Writing, Numeracy, Choices). It
is a portfolio structure I have written about in <a href="http://www.connect2learning.com/making-classroom-assessment-work-3rd-edition">Making
Classroom Assessment Work</a>. It is simple. It works because it shows the
learning progress of each child relative to where he/she started the year.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6jDNOLhCEs6P8-CNq_ylPdET4_mDvweo_fLJlA-3744ku1BqylcZH0Yz0VNSoyt-M3XHMLInZYbwBzx6XmOAPifpXCi-j_dyJI8zXhp-eKe2QJyiHyT1iqoFzcKX6rNcH9RkRtsFJGPM/s1600/Screen+Shot+2015-10-29+at+6.52.45+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="161" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6jDNOLhCEs6P8-CNq_ylPdET4_mDvweo_fLJlA-3744ku1BqylcZH0Yz0VNSoyt-M3XHMLInZYbwBzx6XmOAPifpXCi-j_dyJI8zXhp-eKe2QJyiHyT1iqoFzcKX6rNcH9RkRtsFJGPM/s320/Screen+Shot+2015-10-29+at+6.52.45+PM.png" width="320" /></a></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">The big pocket folder, the four pocket folder along with a student-parent-teacher
conference will be the major communication tool for reporting. Kari tentatively
decided to continue the report card with categories such as exceeding, meeting,
approaching and beginning because parents find the 'bottom-line" summary useful.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">We also talked about using <a href="https://www.concordia.ca/research/learning-performance/tools/learning-toolkit/epearl.html">e-PEARL
- an excellent portfolio program developed by Concordia University</a>. Kari
also decided to NOT use an e-portfolio because, given the lack of technology
available in her classroom, she would be the one doing most of the work and
students would not have the ownership they need.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<br />
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;">****************</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">In summary, as you consider the reporting process you have established and
since the primary purpose of all assessment, evaluation and reporting is
LEARNING, ask yourself,</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<br />
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;">"Will students learn from this
process?"</span></div>
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;">"Will parents learn about their
children through this process?"</span></div>
<div align="center" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"> "Is it practical and
possible from a teaching perspective?"</span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">If the response to all these questions is, "YES!" then move
forward with your plans.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">If the response is, "Not quite..." then it is time to revisit and
rethink your continuous reporting plans given the unique needs present in your
context.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Send us your questions and comments either below this post or via email.</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">All my best,</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;">Anne </span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<br />
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com1tag:blogger.com,1999:blog-7005661766043342859.post-64744397969003528212015-09-23T19:07:00.000-07:002015-10-29T19:08:26.681-07:00Wondering about Intellectual Rigour and Engagement<style>
<!--
/* Font Definitions */
@font-face
{font-family:"MS 明朝";
panose-1:0 0 0 0 0 0 0 0 0 0;
mso-font-charset:128;
mso-generic-font-family:roman;
mso-font-format:other;
mso-font-pitch:fixed;
mso-font-signature:1 134676480 16 0 131072 0;}
@font-face
{font-family:"Cambria Math";
panose-1:2 4 5 3 5 4 6 3 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1107305727 0 0 415 0;}
@font-face
{font-family:Cambria;
panose-1:2 4 5 3 5 4 6 3 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1073743103 0 0 415 0;}
/* Style Definitions */
p.MsoNormal, li.MsoNormal, div.MsoNormal
{mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-parent:"";
margin:0cm;
margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
a:link, span.MsoHyperlink
{mso-style-priority:99;
color:blue;
mso-themecolor:hyperlink;
text-decoration:underline;
text-underline:single;}
a:visited, span.MsoHyperlinkFollowed
{mso-style-noshow:yes;
mso-style-priority:99;
color:purple;
mso-themecolor:followedhyperlink;
text-decoration:underline;
text-underline:single;}
.MsoChpDefault
{mso-style-type:export-only;
mso-default-props:yes;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
@page WordSection1
{size:612.0pt 817.0pt;
margin:94.4pt 63.8pt 65.2pt 63.5pt;
mso-header-margin:59.55pt;
mso-footer-margin:59.55pt;
mso-paper-source:0;}
div.WordSection1
{page:WordSection1;}
-->
</style>
<br />
<div class="MsoNormal">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">The 2<sup>nd</sup> <a href="http://www.aps.sg/index.php?option=com_content&view=article&id=138&Itemid=164" target="_blank">Asia-Pacific EducationalAssessment Conference</a> held early in September 2015 in Singapore was intellectually
engaging. The conference proceedings were international in scope. I appreciated being able to
listen to four other experts in the field of educational assessment as they gave their
keynotes on a variety of topics.</span></span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Audience members listened attentively and
asked thoughtful questions. During the ‘between’ session times, participants
were deep in conversation. And, the presenters also had the opportunity to
share ideas and perspectives with each other. We were a varied group and the
conversation was wide-ranging.</span></span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">For two packed days, I witnessed educators
– teachers and school leaders - engaged in listening and learning about the
‘big picture’ of theory, research and practice in the area of educational
assessment for two days.</span></span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">After the final keynote session was
completed and the last thank you’s and good-bye’s said, I found myself
wondering about intellectual rigour and engagement.</span></span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">As I reflected on the conferences I had
been attending in North America designed for a similar audience – teachers and
school leaders - I wondered if the differences I had noted were substantive in
nature.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">I wondered…</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<ul>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Are we challenging ourselves to look beyond
our context or do we just want to be affirmed that we are doing it the ‘right
way?’</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Are we ‘North American centric’ or are we
open to learning about educational assessment – theory, practice and research –
from elsewhere?</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Have we become consumers of the “fast food
version” of theory, practice and research limited to 140 characters-worth of
content? Or are we engaging in the kind of dialog that allows nuances to
surface and complexity to be acknowledged?</span></span></li>
</ul>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">I continue to reflect now that I’m home. </span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<ul>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Is my professional reading is more limited
than it used to be? </span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Are ‘Google preferences’ seducing me into
thinking that I’m right after all my internet searches turn up lots of
agreeable information?</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Am I really challenging myself to be a
learner in the complex field of classroom assessment?</span></span></li>
</ul>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">It is true that Canadians have passed a
‘tipping point’ when it comes to classroom assessment. There is huge agreement
on the importance </span><span lang="EN-US">of using assessment in the service of
learning, on triangulating evidence of learning
overtime so it is more reliable and valid</span><span lang="EN-US"> and of the importance of leaders ‘walking the talk’ and using
assessment in the service of adult, school and system learning.</span></span>
</div>
<div class="MsoNormal">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">The classroom assessment
conversation is moving to a greater focus on ideas related to continuous reporting – How to do it? Who
should do it?<span style="mso-spacerun: yes;"> </span>How to make technology
invisible as we place students and their learning in the center?</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">These are good questions. They are
interesting questions. And yet, I wonder, are they the questions that will help
us meet the challenges the future holds?</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-family: Arial,Helvetica,sans-serif;">
</span><br />
<div class="MsoNormal">
<br /></div>
Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-18555443874469224622015-08-19T14:19:00.000-07:002015-08-23T07:11:50.484-07:00Beginning the New School YearIt is August and for many educators (except those who have already begun the school year in July or last January) it means our thoughts turn to the approaching school year. I love beginnings! And it is in August that I've always set my goals for the year and made plans to close the gap between where I am and where I want to be. Yes it is true! It seems I live 'assessment for learning' in every part of my life.<br />
<br />
This year I'm posting the FIVE most popular back-to-school posts people thank me for time and time again. That saying -- <i>If you fail to plan, you are planning to fail </i>-- comes to mind as I invite you to plan for the best year ever!<br />
<br />
Step One: <a href="http://anne-davies.blogspot.ca/2014/08/preparing-for-new-school-year-1.html" target="_blank">Planning to Begin with the End in Mind</a><br />
<br />
Step Two: <a href="http://anne-davies.blogspot.ca/2014/08/preparing-for-new-school-year-2.html" target="_blank">Planning for Reliable and Valid Evidence of Learning</a><br />
<br />
Step Three: <a href="http://anne-davies.blogspot.ca/2014/08/preparing-for-new-school-year-3.html" target="_blank">Planning to Involve Students in the Classroom Assessment Process</a><br />
<br />
Step Four: <a href="http://anne-davies.blogspot.ca/2014/08/preparing-for-new-school-year-4.html" target="_blank">Planning to Involve Students in Communicating Evidence of their Learning</a><br />
<br />
Step Five: <a href="http://anne-davies.blogspot.ca/2014/08/preparing-for-new-school-year-5.html" target="_blank">Planning for Evaluation and Reporting</a><br />
<br />
You might also find that making an assessment plan is a huge step-up to having a successful year. Download this <a href="http://connect2learning.com/members/free-resources/">Building an Assessment Plan</a> from our FREE resources section of our website. It makes the whole process so easy!<br />
<br />
Let us be the first to to say, "Happy New School Year!"<br />
<br />
All our best,<br />
<br />
Anne and Sandra<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-16148919224407283132015-07-17T17:40:00.000-07:002015-07-17T17:43:58.634-07:00Shared Responsibility and Individual Accountability - Planning the First Days of School<style>
<!--
/* Font Definitions */
@font-face
{font-family:"MS 明朝";
panose-1:0 0 0 0 0 0 0 0 0 0;
mso-font-charset:128;
mso-generic-font-family:roman;
mso-font-format:other;
mso-font-pitch:fixed;
mso-font-signature:1 134676480 16 0 131072 0;}
@font-face
{font-family:"MS 明朝";
panose-1:0 0 0 0 0 0 0 0 0 0;
mso-font-charset:128;
mso-generic-font-family:roman;
mso-font-format:other;
mso-font-pitch:fixed;
mso-font-signature:1 134676480 16 0 131072 0;}
@font-face
{font-family:Cambria;
panose-1:2 4 5 3 5 4 6 3 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:3 0 0 0 1 0;}
/* Style Definitions */
p.MsoNormal, li.MsoNormal, div.MsoNormal
{mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-parent:"";
margin:0cm;
margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph
{mso-style-priority:34;
mso-style-unhide:no;
mso-style-qformat:yes;
margin-top:0cm;
margin-right:0cm;
margin-bottom:0cm;
margin-left:36.0pt;
margin-bottom:.0001pt;
mso-add-space:auto;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst
{mso-style-priority:34;
mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-type:export-only;
margin-top:0cm;
margin-right:0cm;
margin-bottom:0cm;
margin-left:36.0pt;
margin-bottom:.0001pt;
mso-add-space:auto;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle
{mso-style-priority:34;
mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-type:export-only;
margin-top:0cm;
margin-right:0cm;
margin-bottom:0cm;
margin-left:36.0pt;
margin-bottom:.0001pt;
mso-add-space:auto;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast
{mso-style-priority:34;
mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-type:export-only;
margin-top:0cm;
margin-right:0cm;
margin-bottom:0cm;
margin-left:36.0pt;
margin-bottom:.0001pt;
mso-add-space:auto;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
.MsoChpDefault
{mso-style-type:export-only;
mso-default-props:yes;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
@page WordSection1
{size:612.0pt 792.0pt;
margin:72.0pt 90.0pt 72.0pt 90.0pt;
mso-header-margin:35.4pt;
mso-footer-margin:35.4pt;
mso-paper-source:0;}
div.WordSection1
{page:WordSection1;}
/* List Definitions */
@list l0
{mso-list-id:537623988;
mso-list-type:hybrid;
mso-list-template-ids:-1619504740 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;}
@list l0:level1
{mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;}
@list l0:level2
{mso-level-number-format:alpha-lower;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;}
@list l0:level3
{mso-level-number-format:roman-lower;
mso-level-tab-stop:none;
mso-level-number-position:right;
text-indent:-9.0pt;}
@list l0:level4
{mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;}
@list l0:level5
{mso-level-number-format:alpha-lower;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;}
@list l0:level6
{mso-level-number-format:roman-lower;
mso-level-tab-stop:none;
mso-level-number-position:right;
text-indent:-9.0pt;}
@list l0:level7
{mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;}
@list l0:level8
{mso-level-number-format:alpha-lower;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;}
@list l0:level9
{mso-level-number-format:roman-lower;
mso-level-tab-stop:none;
mso-level-number-position:right;
text-indent:-9.0pt;}
ol
{margin-bottom:0cm;}
ul
{margin-bottom:0cm;}
-->
</style>
<br />
<div class="MsoNormal">
<span lang="EN-US"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US"></span><span lang="EN-US">What an experience! The institutes in
Hawaii in June and early July were packed full of enthusiastic and thoughtful
educators. It was wonderful!</span>
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDGTjBeAzhk1A2ICGkauZUbG9ltffQy4MsgRIZOHbAcvn77NK-Y4rR1qKI53mzXMIhBSDUiroxebDcB5ssp7f5qnpCP567GJ4OO8PAPK5CtKM3MEphVct_k6m3vHqVo4wt00EVIqBnS-Y/s1600/IMG_1744.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDGTjBeAzhk1A2ICGkauZUbG9ltffQy4MsgRIZOHbAcvn77NK-Y4rR1qKI53mzXMIhBSDUiroxebDcB5ssp7f5qnpCP567GJ4OO8PAPK5CtKM3MEphVct_k6m3vHqVo4wt00EVIqBnS-Y/s320/IMG_1744.jpg" width="320" /></a><span lang="EN-US">During the two day teacher institute Sandra
Herbst and I focused our sharing on ways to involve students deeply in the
assessment process so as to promote engagement and learning. <span style="mso-spacerun: yes;"> </span>During the leaders institute we focused on indicators
of application – what does it look like when adults involve students in every
aspect of their learning by thoughtfully using assessment in the service of
learning.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS5ZgBx6fThn5_9kxbiURrA0KNABjibrVvW4CvJH7PrZeVGEVe84RVyDaZZ8c0KmdRM-MGdws7bj-csIliHpveYIKUvEWQJ2xzK8FA8luD-QMaXrW_avaEW1MmFTBNUPO0Ut6fLGlOFX4/s1600/IMG_1764.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS5ZgBx6fThn5_9kxbiURrA0KNABjibrVvW4CvJH7PrZeVGEVe84RVyDaZZ8c0KmdRM-MGdws7bj-csIliHpveYIKUvEWQJ2xzK8FA8luD-QMaXrW_avaEW1MmFTBNUPO0Ut6fLGlOFX4/s320/IMG_1764.jpg" width="257" /></a><span lang="EN-US">We made lots of connections to the
beginning days of school and yet, as I was traveling home and thinking about
schools starting in early August, I thought that this post might be particularly
timely.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">After all, clear expectations for behaviors
help everyone. Students come to understand what is expected by both their peers
and by the adults in the classroom. When students help establish the
expectations, they understand and are more likely to act responsibly within the
agreed upon limits. The first days of school are the ideal time to work
together – in fact, the first hours of school are the best!</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Consider these steps:</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN-US">Explain to students that
communities that work well together have agreed upon ways to get things done, to
get along with one another, and to take care of one another. Because we are a
new community, we are going to work together to define the way our classroom
community is going to operate.</span><br />
<br />
</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN-US">Ask the students to
individually note a couple of ideas of things they think are important. Ask
students if anyone has ideas they will share with the larger group. Record all
ideas. Start a list on chart paper – large enough so everyone can see.</span><br />
<br />
</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN-US">Then arrange students into
groups of three or four. Ask the groups to think about what else is important
so they will feel valued and respected. Ask for someone in each group to make
some notes so they can remember the ideas from their discussion. </span><br />
<br />
</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN-US">Every few minutes, ask the
groups to share the ideas that are surfacing. Record the ideas on the chart
paper. If an idea surfaces that initially makes no sense to you, ask about it.
“Tell me more about why this is an important idea for you and your group.”
Often the elaboration surfaces more than one idea. Record all the ideas. Be
careful not to dismiss any idea. It is better to have duplicates at this point
than to convey to a student that their thoughts ‘don’t matter.’</span><br />
<br />
</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN-US">Continue this process until all
ideas have been surfaced and recorded. Don’t worry about letting this process
continue over the first few days of school. Sometimes it takes that long to get
everything surfaced. Every interaction that occurs in the community is
potentially a source of ideas to debrief with the class. Interactions that both
‘work’ and ‘don’t work’ are equally valuable.</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuBTkEWoZxjS94cPt7gVUxCaT2sMgRuwNFvgYTyrfO5wRJ3EIr4UXrsjcTylVhpgdlVfEZUouOv6SBjT0Ze4of38G1uhd2Aj-UdEnBAtrddoFq2bq3A5ADcQvt6CPSWl1Z8uiVi1ee0Nc/s1600/IMG_1847.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuBTkEWoZxjS94cPt7gVUxCaT2sMgRuwNFvgYTyrfO5wRJ3EIr4UXrsjcTylVhpgdlVfEZUouOv6SBjT0Ze4of38G1uhd2Aj-UdEnBAtrddoFq2bq3A5ADcQvt6CPSWl1Z8uiVi1ee0Nc/s320/IMG_1847.jpg" width="239" /></a></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN-US">Once all the ideas have been
surfaced, it is time to group and sort them. A powerful process is to cut the
ideas recorded on the chart paper into strips – one idea per strip. Have
students each take one or two strips.<span style="mso-spacerun: yes;">
</span>Each student is to find other students with strips that say similar
things.<span style="mso-spacerun: yes;"> </span>Once all the strips have been
grouped, it is time to identify the ‘big idea’ that captures the strips in each
group. <span style="mso-spacerun: yes;"> </span>Then post the T-chart for all to
see.</span><br />
<br />
</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="EN-US">Every hour or so, for the first
few weeks, pause the class in session and ask them to consider each of the
ideas on the chart. What evidence do they have that they are being a good
member of the community? Do this frequently. It is important to prevent
problems from occurring. If problems do occur then return to the list. What
else do we need to add to our list so our classroom community doesn’t have this
kind of problem again? Regularly ask students to reflect on the way the
community is working.<span style="mso-spacerun: yes;"> </span>Ask the students
to write in their journals, post on the class bulletin board, and debrief
during class meetings.</span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaBy-WKR_f08SUt3tzzpDLXwzNYHwrLbjHdZj67wAnFSg_v3He6xA_x9Ix76X-eEuW36Y3_0pWOKMwUVgNqL_Kf11CMcalON0Pjt19QKNlaCa14lChy5Xa7W2Lkzj1P7eKDHC-ma2zKqE/s1600/IMG_1850.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaBy-WKR_f08SUt3tzzpDLXwzNYHwrLbjHdZj67wAnFSg_v3He6xA_x9Ix76X-eEuW36Y3_0pWOKMwUVgNqL_Kf11CMcalON0Pjt19QKNlaCa14lChy5Xa7W2Lkzj1P7eKDHC-ma2zKqE/s320/IMG_1850.jpg" width="269" /></a></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">The classroom expectations, in this way,
become gradually woven into the fabric of classroom interactions. Part of
developing a community of learners is having everyone take responsibility for
their actions. This process helps teachers and students build a safety net
within which everyone can make positive decisions and become individually
accountable for their actions. </span></div>
Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-23989871267339913232015-06-17T10:23:00.002-07:002015-06-17T13:04:40.653-07:00How Have You Bloomed This Year?<style>
<!--
/* Font Definitions */
@font-face
{font-family:Arial;
panose-1:2 11 6 4 2 2 2 2 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536859905 -1073711037 9 0 511 0;}
@font-face
{font-family:"MS 明朝";
mso-font-charset:78;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1791491579 18 0 131231 0;}
@font-face
{font-family:"Cambria Math";
panose-1:2 4 5 3 5 4 6 3 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1107305727 0 0 415 0;}
@font-face
{font-family:Cambria;
panose-1:2 4 5 3 5 4 6 3 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1073743103 0 0 415 0;}
/* Style Definitions */
p.MsoNormal, li.MsoNormal, div.MsoNormal
{mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-parent:"";
margin:0cm;
margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
.MsoChpDefault
{mso-style-type:export-only;
mso-default-props:yes;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
@page WordSection1
{size:612.0pt 817.0pt;
margin:94.4pt 63.8pt 65.2pt 63.5pt;
mso-header-margin:59.55pt;
mso-footer-margin:59.55pt;
mso-paper-source:0;}
div.WordSection1
{page:WordSection1;}
-->
</style>
<br />
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;"><br /></span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">In North America, it is the end of one year. It will be the
beginning of another school year before we know it. </span></span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">As teachers engage in ‘end of year’ activities, we reflect back and plan forward for next year. They are having students do
the same. </span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFZJB2kcC7dMfazU8xnnrQ4zcWCZOVA5gPyscuphoitB3v1sxcziGTYrHaOn3ZG1eirWSVgYduy_gYlwTDJWJ6pMhaOHXYYAH1B-a6O0EpWqUEFrgmIAv8Yn0msSM0_24QY7yQUBQrQnc/s1600/Screen+Shot+2015-06-17+at+9.40.40+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFZJB2kcC7dMfazU8xnnrQ4zcWCZOVA5gPyscuphoitB3v1sxcziGTYrHaOn3ZG1eirWSVgYduy_gYlwTDJWJ6pMhaOHXYYAH1B-a6O0EpWqUEFrgmIAv8Yn0msSM0_24QY7yQUBQrQnc/s200/Screen+Shot+2015-06-17+at+9.40.40+AM.png" width="147" /></a><span lang="EN-US" style="color: black;"> </span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">Celeste Krochak, when teaching Grade One students in Winnipeg, invited the students to consider how they had "bloomed." She began
by reading <i>Leo the Late Bloomer</i> by Robert Kraus.</span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;"> </span>
</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOxqWDKcrqwIGCdFU3u0UK_Vgd-CX1KBIE-BRBqTEubY9VMf5Xc1P0DeTLGkw7rCTMfyssSgt7NdZzHYAOIn5Es5v7SPuqklOXNRua54CTVQbH-_eiiwXx8CK-xoj3xA5kqlz3k5CdPTc/s1600/Screen+Shot+2015-06-17+at+9.38.04+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="165" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOxqWDKcrqwIGCdFU3u0UK_Vgd-CX1KBIE-BRBqTEubY9VMf5Xc1P0DeTLGkw7rCTMfyssSgt7NdZzHYAOIn5Es5v7SPuqklOXNRua54CTVQbH-_eiiwXx8CK-xoj3xA5kqlz3k5CdPTc/s200/Screen+Shot+2015-06-17+at+9.38.04+AM.png" width="200" /></a><span lang="EN-US" style="color: black;">She asked them to reflect, How have you
bloomed this year in Grade One? </span></span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">Students shared lots of ideas. </span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMAUbFynCIB1SQL6Cq6q_koVM0-5dCjupFMiehQ6xFi7vdlGKpabZBESxIy6_AZA2A6u8SjqhASIpMcYBmTZUHbhjRoAYKYWWWIRAOFkOHKnKBEgZQq9bFRJNfCpZmAmHWtOKnnKQEPOo/s1600/Screen+Shot+2015-06-17+at+9.36.17+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="132" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMAUbFynCIB1SQL6Cq6q_koVM0-5dCjupFMiehQ6xFi7vdlGKpabZBESxIy6_AZA2A6u8SjqhASIpMcYBmTZUHbhjRoAYKYWWWIRAOFkOHKnKBEgZQq9bFRJNfCpZmAmHWtOKnnKQEPOo/s200/Screen+Shot+2015-06-17+at+9.36.17+AM.png" width="200" /></a><span lang="EN-US" style="color: black;">Then Celeste had
them collect the evidence that they had bloomed – "What is something you did when
you first were in Grade One? How can you show that you have bloomed?"</span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">Students thoughtfully examined their work from the year. </span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">'What did they used to read? What can they now read?' </span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQSsly47wxPbYgiKsUous2CP4RPHx4RdvhFQHy1xQ2e-NjTpjg3JeA_tVsZfNtxZKzQwwAZw0e1ocbxOjSlW7J8z9whUcB9Faynx3QDWIrscoSN4JrjvzIMr1wmf44Itr8LTumJ_L0mYQ/s1600/Screen+Shot+2015-06-17+at+9.37.38+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="120" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQSsly47wxPbYgiKsUous2CP4RPHx4RdvhFQHy1xQ2e-NjTpjg3JeA_tVsZfNtxZKzQwwAZw0e1ocbxOjSlW7J8z9whUcB9Faynx3QDWIrscoSN4JrjvzIMr1wmf44Itr8LTumJ_L0mYQ/s200/Screen+Shot+2015-06-17+at+9.37.38+AM.png" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEin_CGKfckQ-s9Ab1ATrSxmeUeJgFwhyXnv4pnymSyMfrKFSaWt3US9pEJ83n9yhP2ooTztdB7fuyAq9o3E4HXvuC7PwTnU5pTAj96ChLcJnPX9S0Tt8T6gq1kGf_GblAwvaqMRmoM2av0/s1600/Screen+Shot+2015-06-17+at+9.37.19+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="141" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEin_CGKfckQ-s9Ab1ATrSxmeUeJgFwhyXnv4pnymSyMfrKFSaWt3US9pEJ83n9yhP2ooTztdB7fuyAq9o3E4HXvuC7PwTnU5pTAj96ChLcJnPX9S0Tt8T6gq1kGf_GblAwvaqMRmoM2av0/s200/Screen+Shot+2015-06-17+at+9.37.19+AM.png" width="200" /></a><span lang="EN-US" style="color: black;">'How have they grown as a writer?' </span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">They selected the 'before' and 'after' evidence of their blooming in a few areas of their learning. </span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;">It was so wonderful to see how the students had bloomed!</span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;"><span lang="EN-US" style="color: black;">Teachers get to bloom too! </span>It is one
of the best parts of being a teacher. We are also learners. That's why this is the time of
year when teachers ask, “What did I do well? What would I do differently? What will I do next
year?”</span></span>
</div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">Teachers know the research evidence regarding the powerful impact of classroom assessment is
vast. We know that when students are involved in the process of assessment they learn more. </span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">This means that while the work teachers do related to assessment and evaluation
makes a difference, the largest gains result from the work teachers engage
students in doing. It is easier to say than to do. That's why we celebrate the changes we've made to our practice and we plan to continue to improve.</span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">When reflecting on the actions taken to
involve students in classroom assessment during the past year, there are seven
questions educators are asking themselves:</span></span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<ol>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">Was each student involved in the
assessment process?</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">Did each student know the learning
destination?</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">Were there samples or models to help them
understand quality and development?</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">Did students participate in the
co-construction of criteria?</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">Were students supported to be involved in
relevant and realistic self- and peer assessment?</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">Were students collecting, selecting,
reflecting, and projecting (setting goals) based on evidence of their learning?</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US" style="color: black;">Did
each student communicate his/her learning to others, both formally and
informally?</span></span></li>
</ol>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJdioZV0hhCORwpjM4KMe4buEoq4IYeduIR84ULaPUtWU9amePzKzBXEp2ssEaMRgGNLKh3llZqvsMjITPqqP3klb1Mk4OvUieBy1VgQxtLLWZHl8jp8cr3KLYi3lCrpGg9ERuFv4NJgQ/s1600/FullSizeRender.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJdioZV0hhCORwpjM4KMe4buEoq4IYeduIR84ULaPUtWU9amePzKzBXEp2ssEaMRgGNLKh3llZqvsMjITPqqP3klb1Mk4OvUieBy1VgQxtLLWZHl8jp8cr3KLYi3lCrpGg9ERuFv4NJgQ/s320/FullSizeRender.jpg" width="320" /></a><span lang="EN-US">As you reflect,
consider using this simple frame: </span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><i><span lang="EN-US">I bloomed! I know this because...</span></i></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US"><i>Next year I plan to bloom MORE! I plan to...</i></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">And, like Celeste’s
students, challenge yourself to find the ‘before’ and ‘after’ proof of
blooming. </span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Then, celebrate the blooming you’ve done! And, put your reflection and the
evidence of your blooming into your professional portfolio.</span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Congratulations on another GREAT year of making a difference!</span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">All our best,</span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN-US">Anne, Sandra, and Brenda</span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></div>
Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-81945548302012576492015-05-05T14:27:00.000-07:002015-05-06T09:20:36.244-07:00The Top 7 Questions High School Teachers Consider When Reporting<br />
<blockquote type="cite">
<div>
<div class="MsoListParagraphCxSpFirst">
<span class="Apple-style-span" style="font-family: Arial;"><b><br /></b></span></div>
</div>
</blockquote>
<blockquote style="font-family: Helvetica;" type="cite">
<div>
<div class="">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha-Fs61YdGNnUQLiJglsk342Vf8e0V-jxMHL-X9F43KjvsVa37_ejM5fQsGHfjIHf4Gb0fCwhf29HRlX8mT-6K_vVMFdRoYVCfjEr914Qqj8EWZuumzEWa6b9mSc4W9BUAsJ4zYV0jYfg/s1600/ReasonsTo.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha-Fs61YdGNnUQLiJglsk342Vf8e0V-jxMHL-X9F43KjvsVa37_ejM5fQsGHfjIHf4Gb0fCwhf29HRlX8mT-6K_vVMFdRoYVCfjEr914Qqj8EWZuumzEWa6b9mSc4W9BUAsJ4zYV0jYfg/s1600/ReasonsTo.jpg" height="320" width="237" /></a>Recently I was able to spend two days in Fort Nelson, BC with a group of dedicated high school educators. They were taking time to reflect on what was working in terms of grading and reporting as well as what was not working. Like other high school educators, they are serving students whose needs are changing rapidly. Using classroom assessment in the service of student learning, while being respectful of the curricula they teach and the policies under which they work, is a challenge. We all shared ideas and challenged our assumptions and our practices. One frame we used was, Reasons to and Reasons Not to... I enjoyed our rich interesting discussions.</div>
</div>
</blockquote>
<br />
<blockquote style="font-family: Helvetica;" type="cite">
<div>
<div class="">
As we ended, I reminded them that there are many 'right answers' when it comes to this work - 'right answers' that are respectful of students' learning needs, teachers' needs, and the outcomes of the curricula. And, that said, there are important guidelines that support quality grading and reporting practices. They can be summed them up with seven questions (Herbst and Davies, 2014). I invite you to consider your grading and reporting practices through this lens.</div>
</div>
</blockquote>
<blockquote style="font-family: Helvetica;" type="cite">
<div>
<div class="MsoNormal">
<b class=""><span class="" lang="EN-US" style="font-family: Arial;">Question #1:</span></b></div>
<div class="MsoNormal">
<span class="" lang="EN-US" style="font-family: Arial;">Are students' report card grades reflective of a student’s most consistent, more recent pattern of performance in relation to agreed-upon standards, criteria, and pre-determined levels of quality and given for the full range of educational standards or outcomes?</span> </div>
</div>
</blockquote>
<blockquote style="font-family: Helvetica;" type="cite">
<div>
<div class="MsoNormal">
<b class=""><span class="" lang="EN-US" style="font-family: Arial;">Question #2:<o:p class=""></o:p></span></b></div>
<div class="MsoNormal">
<span class="" lang="EN-US" style="font-family: Arial;">Are students' report card grades based upon a wide array of evidence selected because of its alignment with outcomes and standards and do they reflect informed teacher professional judgment of the level of quality of student work in relation to the standards or outcomes?</span> </div>
</div>
</blockquote>
<blockquote style="font-family: Helvetica;" type="cite">
<div>
<div class="MsoNormal">
<b class=""><span class="" lang="EN-US" style="font-family: Arial;">Question #3:<o:p class=""></o:p></span></b></div>
<div class="MsoNormal">
<span class="" lang="EN-US" style="font-family: Arial;">Have you ensured that students' report card grades do NOT reflect data related to factors such as effort, attitude, attendance, and punctuality?</span><span class="" style="font-family: Arial;"> </span> </div>
</div>
</blockquote>
<blockquote style="font-family: Helvetica;" type="cite">
<div>
<div class="MsoNormal">
<b class=""><span class="" lang="EN-US" style="font-family: Arial;">Question #4:<o:p class=""></o:p></span></b></div>
<div class="MsoNormal">
<span class="" lang="EN-US" style="font-family: Arial;">Are students' report card grades determined after students have time and opportunity to learn, understood by students (both expectations and acceptable evidence) and after students have been involved in co-constructing criteria and collecting evidence of their learning?</span> </div>
</div>
</blockquote>
<blockquote style="font-family: Helvetica;" type="cite">
<div>
<div class="MsoNormal">
<b class=""><span class="" lang="EN-US" style="font-family: Arial;">Question #5:<o:p class=""></o:p></span></b></div>
<div class="MsoNormal">
<span class="" lang="EN-US" style="font-family: Arial;">Are students' report card grades derived from evidence of learning present, not absent (thus devoid of practices such as assigning zeroes, grading on a curve, averaging, penalty deductions)?</span> </div>
</div>
</blockquote>
<blockquote style="font-family: Helvetica;" type="cite">
<div>
<div class="MsoNormal">
<b class=""><span class="" lang="EN-US" style="font-family: Arial;">Question #6:<o:p class=""></o:p></span></b></div>
<div class="MsoNormal">
<span class="" lang="EN-US" style="font-family: Arial;">Are students' report card grades done in an environment where there are quality assurance and control processes to ensure consistency of interpretation? That is, are they validated by and anchored in collaborative conversation and analysis of student work against agreed-upon criteria, by teachers, across grade levels and subjects, to ensure consistency and fairness in judgment?</span> </div>
</div>
</blockquote>
<blockquote style="font-family: Helvetica;" type="cite">
<div>
<div class="MsoNormal">
<b class=""><span class="" lang="EN-US" style="font-family: Arial;">Question #7:<o:p class=""></o:p></span></b></div>
<div class="MsoNormal">
<span class="" lang="EN-US" style="font-family: Arial;">Do your classroom assessment practices support student learning? If not, how might you change them so that they do?</span></div>
<div class="MsoNormal">
<span class="" lang="EN-US" style="font-family: Arial;"><br class="" /></span></div>
<div class="MsoNormal">
<span class="" style="font-family: Arial;">To read more, go to <a href="http://www.connect2learning.com/classroom-assessment/a-fresh-look-at-grading-and-reporting-in-high-schools/"><i>A</i> <i>Fresh Look at Grading and Reporting in High Schools</i></a> (for teachers) and </span><i class="" style="font-family: Arial;"><a href="http://www.connect2learning.com/transforming-schools-and-systems-using-assessment-a-practical">Transforming Schools and Systems Using Assessment: A Practical Guide</a> </i><span class="" style="font-family: Arial;">(for leaders). To locate more helpful resources on this topic, join our FREE members' site <a href="http://connect2learningmembers.com/access/">here.</a></span></div>
</div>
</blockquote>
<div>
<div>
<div class="MsoNormal">
<span class="" style="font-family: Arial;"><br /></span></div>
</div>
</div>
Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-21691281581622828242015-04-25T11:36:00.000-07:002015-06-17T12:35:14.768-07:00Celebrating Learning: Ask the students! Ask the teachers!<style>
<!--
/* Font Definitions */
@font-face
{font-family:Arial;
panose-1:2 11 6 4 2 2 2 2 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536859905 -1073711037 9 0 511 0;}
@font-face
{font-family:"Courier New";
panose-1:2 7 3 9 2 2 5 2 4 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536859905 -1073711037 9 0 511 0;}
@font-face
{font-family:Wingdings;
panose-1:5 0 0 0 0 0 0 0 0 0;
mso-font-charset:2;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:0 268435456 0 0 -2147483648 0;}
@font-face
{font-family:"MS 明朝";
mso-font-charset:78;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1791491579 18 0 131231 0;}
@font-face
{font-family:"Cambria Math";
panose-1:2 4 5 3 5 4 6 3 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1107305727 0 0 415 0;}
@font-face
{font-family:Cambria;
panose-1:2 4 5 3 5 4 6 3 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1073743103 0 0 415 0;}
/* Style Definitions */
p.MsoNormal, li.MsoNormal, div.MsoNormal
{mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-parent:"";
margin:0cm;
margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph
{mso-style-priority:34;
mso-style-unhide:no;
mso-style-qformat:yes;
margin-top:0cm;
margin-right:0cm;
margin-bottom:0cm;
margin-left:36.0pt;
margin-bottom:.0001pt;
mso-add-space:auto;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst
{mso-style-priority:34;
mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-type:export-only;
margin-top:0cm;
margin-right:0cm;
margin-bottom:0cm;
margin-left:36.0pt;
margin-bottom:.0001pt;
mso-add-space:auto;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle
{mso-style-priority:34;
mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-type:export-only;
margin-top:0cm;
margin-right:0cm;
margin-bottom:0cm;
margin-left:36.0pt;
margin-bottom:.0001pt;
mso-add-space:auto;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast
{mso-style-priority:34;
mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-type:export-only;
margin-top:0cm;
margin-right:0cm;
margin-bottom:0cm;
margin-left:36.0pt;
margin-bottom:.0001pt;
mso-add-space:auto;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
.MsoChpDefault
{mso-style-type:export-only;
mso-default-props:yes;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
@page WordSection1
{size:612.0pt 817.0pt;
margin:94.4pt 63.8pt 65.2pt 63.5pt;
mso-header-margin:59.55pt;
mso-footer-margin:59.55pt;
mso-paper-source:0;}
div.WordSection1
{page:WordSection1;}
/* List Definitions */
@list l0
{mso-list-id:1952663140;
mso-list-type:hybrid;
mso-list-template-ids:-602403010 67698701 67698691 67698693 67698689 67698691 67698693 67698689 67698691 67698693;}
@list l0:level1
{mso-level-number-format:bullet;
mso-level-text:;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:Wingdings;}
@list l0:level2
{mso-level-number-format:bullet;
mso-level-text:o;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:"Courier New";}
@list l0:level3
{mso-level-number-format:bullet;
mso-level-text:;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:Wingdings;}
@list l0:level4
{mso-level-number-format:bullet;
mso-level-text:;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:Symbol;}
@list l0:level5
{mso-level-number-format:bullet;
mso-level-text:o;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:"Courier New";}
@list l0:level6
{mso-level-number-format:bullet;
mso-level-text:;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:Wingdings;}
@list l0:level7
{mso-level-number-format:bullet;
mso-level-text:;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:Symbol;}
@list l0:level8
{mso-level-number-format:bullet;
mso-level-text:o;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:"Courier New";}
@list l0:level9
{mso-level-number-format:bullet;
mso-level-text:;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:Wingdings;}
ol
{margin-bottom:0cm;}
ul
{margin-bottom:0cm;}
-->
</style>
<br />
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial;"></span><span lang="EN-US" style="font-family: Arial;">My birthday is
coming up. Some people get super
excited with celebrations – whatever happens, they know it will be great! I envy them. It isn’t my
experience. Don’t get me wrong. I’m really appreciative to be healthy and
looking forward to another fabulous year. My family loves to celebrate special
occasions with me. What’s the problem? I guess I’ve yet to overcome years and
years of celebrating my birthday having just moved to a new community, a new
school, and not having any friends yet. Or perhaps it is the memory of my four
older brothers and their idea of having fun – so different than mine. All I can
say is celebrations of significant events planned by others can make me nervous. There are too many unknowns. </span>
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial;">That’s why I have
always appreciated teachers who understand that children often see
‘celebrations of learning’ as anything but occasions to celebrate. Cresta McIntosh is a educator who gets it! I was lucky enough to spend time in her classroom as she was
preparing students to celebrate their learning with their parents with an
at-home conference.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial;">We know there are
7 steps to students learning through the assessment process. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial;">Cresta very
thoughtfully: </span></div>
<ol>
<li><span lang="EN-US" style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span lang="EN-US" style="color: black; font-family: Arial;">involved students in the
assessment process,</span></li>
<li><span lang="EN-US" style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span lang="EN-US" style="color: black; font-family: Arial;">made sure they understood the
learning destination and the purpose for learning,</span></li>
<li><span lang="EN-US" style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span lang="EN-US" style="color: black; font-family: Arial;">provided samples or models to
help students understand quality and development,</span></li>
<li><span lang="EN-US" style="color: black; font-family: Arial;">involved students in co-constructing criteria to build their understanding of quality and the
language of assessment,</span></li>
<li><span lang="EN-US" style="color: black; font-family: Arial;">involved students in relevant
and realistic self- and peer assessment on a regular basis,</span></li>
<li><span lang="EN-US" style="color: black; font-family: Arial;">involved students from
the beginning in collecting, selecting, reflecting, and projecting (setting
goals) based on evidence of their learning, </span></li>
<li><span lang="EN-US" style="color: black; font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span lang="EN-US" style="color: black; font-family: Arial;">made sure students had a significant role in
communicating evidence of learning to others, both formally and informally.</span></li>
</ol>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">When I was observing in the class, Cresta’s
students were preparing for an at-home conference. The students had been
involved in two at-school parent-student-teacher conferences at the end of the
first and second terms. They had experience selecting key pieces of evidence of
their learning. Now it is the end of the third term. The students and their
parents know the process. And Cresta, having supported students in this area
and observed how they have done, is confident students can conduct the
conference at home.</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br />
<span lang="EN-US" style="color: black; font-family: Arial;"><!--[if gte mso 9]><xml>
<w:WordDocument>
<w:View>Normal</w:View>
<w:Zoom>0</w:Zoom>
<w:TrackMoves/>
<w:TrackFormatting/>
<w:PunctuationKerning/>
<w:ValidateAgainstSchemas/>
<w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid>
<w:IgnoreMixedContent>false</w:IgnoreMixedContent>
<w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText>
<w:DoNotPromoteQF/>
<w:LidThemeOther>EN-US</w:LidThemeOther>
<w:LidThemeAsian>X-NONE</w:LidThemeAsian>
<w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript>
<w:Compatibility>
<w:BreakWrappedTables/>
<w:SnapToGridInCell/>
<w:WrapTextWithPunct/>
<w:UseAsianBreakRules/>
<w:DontGrowAutofit/>
<w:SplitPgBreakAndParaMark/>
<w:DontVertAlignCellWithSp/>
<w:DontBreakConstrainedForcedTables/>
<w:DontVertAlignInTxbx/>
<w:Word11KerningPairs/>
<w:CachedColBalance/>
</w:Compatibility>
<w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel>
<m:mathPr>
<m:mathFont m:val="Cambria Math"/>
<m:brkBin m:val="before"/>
<m:brkBinSub m:val="--"/>
<m:smallFrac m:val="off"/>
<m:dispDef/>
<m:lMargin m:val="0"/>
<m:rMargin m:val="0"/>
<m:defJc m:val="centerGroup"/>
<m:wrapIndent m:val="1440"/>
<m:intLim m:val="subSup"/>
<m:naryLim m:val="undOvr"/>
</m:mathPr></w:WordDocument>
</xml><![endif]--><!--[if gte mso 9]><xml>
<w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
DefSemiHidden="true" DefQFormat="false" DefPriority="99"
LatentStyleCount="267">
<w:LsdException Locked="false" Priority="0" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Normal"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="heading 1"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/>
<w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/>
<w:LsdException Locked="false" Priority="39" Name="toc 1"/>
<w:LsdException Locked="false" Priority="39" Name="toc 2"/>
<w:LsdException Locked="false" Priority="39" Name="toc 3"/>
<w:LsdException Locked="false" Priority="39" Name="toc 4"/>
<w:LsdException Locked="false" Priority="39" Name="toc 5"/>
<w:LsdException Locked="false" Priority="39" Name="toc 6"/>
<w:LsdException Locked="false" Priority="39" Name="toc 7"/>
<w:LsdException Locked="false" Priority="39" Name="toc 8"/>
<w:LsdException Locked="false" Priority="39" Name="toc 9"/>
<w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/>
<w:LsdException Locked="false" Priority="10" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" Priority="11" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" Priority="22" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" Priority="59" SemiHidden="false"
UnhideWhenUsed="false" Name="Table Grid"/>
<w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" SemiHidden="false"
UnhideWhenUsed="false" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" SemiHidden="false"
UnhideWhenUsed="false" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" SemiHidden="false"
UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" SemiHidden="false"
UnhideWhenUsed="false" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" SemiHidden="false"
UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/>
</w:LatentStyles>
</xml><![endif]--><!--[if gte mso 10]>
<style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-qformat:yes;
mso-style-parent:"";
mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
mso-para-margin:0cm;
mso-para-margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:11.0pt;
font-family:"Calibri","sans-serif";
mso-ascii-font-family:Calibri;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"Times New Roman";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;}
</style>
<![endif]-->Review the purpose of the conference.<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWlfnTFzfU19xsN2Vt4XEzT232joN-w918O_e0OCk0ZmXtqVHaKfVf2YWTRcYbCXH-I7wsPlxa8kjLHNBRN9vZHYeDeFdgjRR8QCyLwq2yhhxxhPpzDFHKwDEZ_t9j1HGykeg3xiF3fHc/s1600/Screen+Shot+2015-06-17+at+10.56.07+AM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWlfnTFzfU19xsN2Vt4XEzT232joN-w918O_e0OCk0ZmXtqVHaKfVf2YWTRcYbCXH-I7wsPlxa8kjLHNBRN9vZHYeDeFdgjRR8QCyLwq2yhhxxhPpzDFHKwDEZ_t9j1HGykeg3xiF3fHc/s320/Screen+Shot+2015-06-17+at+10.56.07+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Reviewing purpose of evidence and conference</td></tr>
</tbody></table>
</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">Review the process of collecting evidence
in relation to learning outcomes (curriculum) and learning goals (student set).</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">Review criteria for success.</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">Select evidence and explain what makes it
evidence of learning.</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">Reflect on how they have improved and
grown as learners.</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">Share with their teacher.</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">Practice with another student.</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">And head home with portfolios to celebrate with their
family.<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq_MxkmbV_LQae8H0fR7qQoDM1AH2tpC_SbjQmJt-IQVTyxO3lfc5s2S938HwayHAVZPtn05e0qJUcB4-6ckw8MxgTOlXRiy9DTADEFHuXDgJC8pNLyaqjYUlgGWXMYWaPP3dY-UjlsqA/s1600/Screen+Shot+2015-06-17+at+10.56.51+AM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq_MxkmbV_LQae8H0fR7qQoDM1AH2tpC_SbjQmJt-IQVTyxO3lfc5s2S938HwayHAVZPtn05e0qJUcB4-6ckw8MxgTOlXRiy9DTADEFHuXDgJC8pNLyaqjYUlgGWXMYWaPP3dY-UjlsqA/s320/Screen+Shot+2015-06-17+at+10.56.51+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Student selecting evidence of learning.</td></tr>
</tbody></table>
</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">It was a privilege to be present in this classroom. Amazing learning conversations! Amazing evidence of learning collected and shared! Amazing commitment to learning by all. </span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">I started by explaining why celebrations
make me nervous. It was because there were too many unknowns. That isn’t true
of the celebrations in this class. Students know exactly what needs to be
learned. They understand quality. They understand evidence. They have practice
using the language of assessment as they have engaged in self- and peer
assessment. They are ready to show how much they’ve learned. There is a clear
structure they have used at least twice before with their parents. There
shouldn’t be any surprises! </span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;"> <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOBoWvAUGWnWual6MxTKJ6ASj0LzhDtpcFK-NwoU7Quhwf7gUpg6KDLIomLe5YtA6b9cJ41iHHbji9ZI7GBxBZ9J3Rx6rS0-law-YIDQf6_GMUdWr695lPo2FnRNCHe772piXEwbgepAE/s1600/Screen+Shot+2015-06-17+at+10.58.11+AM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOBoWvAUGWnWual6MxTKJ6ASj0LzhDtpcFK-NwoU7Quhwf7gUpg6KDLIomLe5YtA6b9cJ41iHHbji9ZI7GBxBZ9J3Rx6rS0-law-YIDQf6_GMUdWr695lPo2FnRNCHe772piXEwbgepAE/s320/Screen+Shot+2015-06-17+at+10.58.11+AM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Practicing at-home conference</td></tr>
</tbody></table>
</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">What a powerful celebration of learning!</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">How about you and your students? </span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">How do you celebrate learning? </span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">Please share – here or with your
colleagues.</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">All our best,</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<span lang="EN-US" style="color: black; font-family: Arial;">Anne, Sandra, and Brenda</span></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="margin-right: -29.55pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;">
<br /></div>
<div class="MsoNormal">
<br /></div>
Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-90330059993187512432015-03-17T08:35:00.001-07:002015-03-17T10:28:43.374-07:00We Just Don't Know How Brilliant We Are! Developing Craft Knowledge and Changing School Culture<style>
<!--
/* Font Definitions */
@font-face
{font-family:"Courier New";
panose-1:2 7 3 9 2 2 5 2 4 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536859905 -1073711037 9 0 511 0;}
@font-face
{font-family:Wingdings;
panose-1:5 0 0 0 0 0 0 0 0 0;
mso-font-charset:2;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:0 268435456 0 0 -2147483648 0;}
@font-face
{font-family:"MS 明朝";
mso-font-charset:78;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1791491579 18 0 131231 0;}
@font-face
{font-family:"MS 明朝";
mso-font-charset:78;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1791491579 18 0 131231 0;}
@font-face
{font-family:Cambria;
panose-1:2 4 5 3 5 4 6 3 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:-536870145 1073743103 0 0 415 0;}
@font-face
{font-family:Aldus-Italic;
panose-1:0 0 0 0 0 0 0 0 0 0;
mso-font-alt:Cambria;
mso-font-charset:77;
mso-generic-font-family:auto;
mso-font-format:other;
mso-font-pitch:auto;
mso-font-signature:3 0 0 0 1 0;}
@font-face
{font-family:ArialMT;
panose-1:0 0 0 0 0 0 0 0 0 0;
mso-font-alt:Arial;
mso-font-charset:77;
mso-generic-font-family:swiss;
mso-font-format:other;
mso-font-pitch:auto;
mso-font-signature:3 0 0 0 1 0;}
/* Style Definitions */
p.MsoNormal, li.MsoNormal, div.MsoNormal
{mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-parent:"";
margin:0cm;
margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph
{mso-style-priority:34;
mso-style-unhide:no;
mso-style-qformat:yes;
margin-top:0cm;
margin-right:0cm;
margin-bottom:0cm;
margin-left:36.0pt;
margin-bottom:.0001pt;
mso-add-space:auto;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst
{mso-style-priority:34;
mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-type:export-only;
margin-top:0cm;
margin-right:0cm;
margin-bottom:0cm;
margin-left:36.0pt;
margin-bottom:.0001pt;
mso-add-space:auto;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle
{mso-style-priority:34;
mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-type:export-only;
margin-top:0cm;
margin-right:0cm;
margin-bottom:0cm;
margin-left:36.0pt;
margin-bottom:.0001pt;
mso-add-space:auto;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast
{mso-style-priority:34;
mso-style-unhide:no;
mso-style-qformat:yes;
mso-style-type:export-only;
margin-top:0cm;
margin-right:0cm;
margin-bottom:0cm;
margin-left:36.0pt;
margin-bottom:.0001pt;
mso-add-space:auto;
mso-pagination:widow-orphan;
font-size:12.0pt;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
.MsoChpDefault
{mso-style-type:export-only;
mso-default-props:yes;
font-family:Cambria;
mso-ascii-font-family:Cambria;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"MS 明朝";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Cambria;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;
mso-ansi-language:EN-US;}
@page WordSection1
{size:612.0pt 817.0pt;
margin:94.4pt 63.8pt 65.2pt 63.5pt;
mso-header-margin:59.55pt;
mso-footer-margin:59.55pt;
mso-paper-source:0;}
div.WordSection1
{page:WordSection1;}
/* List Definitions */
@list l0
{mso-list-id:1377124067;
mso-list-type:hybrid;
mso-list-template-ids:-2102622258 67698689 67698691 67698693 67698689 67698691 67698693 67698689 67698691 67698693;}
@list l0:level1
{mso-level-number-format:bullet;
mso-level-text:;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:Symbol;}
@list l0:level2
{mso-level-number-format:bullet;
mso-level-text:o;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:"Courier New";}
@list l0:level3
{mso-level-number-format:bullet;
mso-level-text:;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:Wingdings;}
@list l0:level4
{mso-level-number-format:bullet;
mso-level-text:;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:Symbol;}
@list l0:level5
{mso-level-number-format:bullet;
mso-level-text:o;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:"Courier New";}
@list l0:level6
{mso-level-number-format:bullet;
mso-level-text:;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:Wingdings;}
@list l0:level7
{mso-level-number-format:bullet;
mso-level-text:;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:Symbol;}
@list l0:level8
{mso-level-number-format:bullet;
mso-level-text:o;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:"Courier New";}
@list l0:level9
{mso-level-number-format:bullet;
mso-level-text:;
mso-level-tab-stop:none;
mso-level-number-position:left;
text-indent:-18.0pt;
font-family:Wingdings;}
ol
{margin-bottom:0cm;}
ul
{margin-bottom:0cm;}
-->
</style>
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<i><span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;"></span></i><i><span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;"></span></i><span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">As educators, we know so much and yet we have so little
opportunity to put our experience and knowledge to use in support of others –
particularly our colleagues. </span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">Last week Brenda Augusta, Sandra Herbst, and I had
the opportunity to work with a packed room for a one-day institute focused on facilitating adult learning. One of the strategies we shared during a break-out
session is the Sticky Issues Protocol*.</span>
</div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">The participants who kindly agreed to demonstrate the protocol in a ‘fishbowl’
setting for the rest of us were so engaged as was the audience! I also appreciated the positive response. Everyone saw immediately how useful the protocol is for surfacing craft knowledge
and providing amazing support for adult learning. </span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">Afterwards, a couple of people shared how
the use of protocols has totally changed the adult learning culture in their
schools. And, how some teachers are now using protocols with students. I know that is also true in the schools where Catherine Glaude, author of <a href="http://www.connect2learning.com/protocols-for-professional-learning-conversations" target="_blank">Protocols for Professional Learning Conversations</a> and <a href="http://www.connect2learning.com/when-students-fail-to-learn" target="_blank">When Students Fail to Learn</a> works.</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">The process for the Sticky Issue Protocol is
simple. Provide some time during department, grade-level, learning team, and
faculty meetings for colleagues in groups of 5 – 6 people gather to share ideas
and experiences with regards to any dilemma connected to our work – it may be a
challenge surfaced by a student or group of students, parents, curriculum
challenge, and so on. After the protocol has been taught and practiced it is
important to build it in as an ongoing routine.</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">The steps are simple:</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -18.0pt;">
<span lang="EN-US" style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">Briefly review the agreed upon Norms of Collaboration.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -18.0pt;">
<span lang="EN-US" style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">One person agrees to keeps time.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -18.0pt;">
<span lang="EN-US" style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">Then, the person presenting the dilemma describes it in two or
three minutes (or less).</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -18.0pt;">
<span lang="EN-US" style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">The four or five people in the group listen and ask questions for
clarification.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -18.0pt;">
<span lang="EN-US" style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">Then the person presenting the dilemma pulls back from the group
and the remaining members close in the circle. Without taking or assigning
ownership of the ideas, the group members talk through possible responses and
ways of thinking about the issue. The person presenting the dilemma listens
carefully and takes notes.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -18.0pt;">
<span lang="EN-US" style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">After 8 – 10 minutes, the presenting teacher rejoins the group and
talks about what she or he heard that will be taken away to reflect upon
further and/or to use.</span></div>
<div class="MsoListParagraphCxSpLast" style="mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; text-autospace: none; text-indent: -18.0pt;">
<span lang="EN-US" style="font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">And, by way of finishing, participants reflect on what they
learned, thought about, and suggestions they might have for the future use of
the protocol.</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;">This powerful yet simple protocol provides
time for the deliberate sharing and accumulation of craft knowledge. <span style="mso-spacerun: yes;"> </span>I remember teaching this protocol to a group
of principals. In one of the groups a brand new principal shared a ‘sticky
issue’ related to a student with a challenging education plan. The ideas that
burst forth from his colleagues filled pages and pages as he listened. I’ve
seen the same thing happen over and over again as people use this protocol. As
educators, we just don’t know how brilliant we are!</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;"><br /></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjldjuYVNXX1UrTkF5PJiz5BFcvssktVleL1FFYWwGfcNjzjG5uLB8TikH46Ie9RDP7U6OItAijOHlTUfZ9U17r0Xwh1UJRrUml-yUvkTnQ3qUIeAqSGQ8fDR1Vzw4XQM34U_oMRrRkAHQ/s1600/Screen+Shot+2015-03-17+at+7.28.43+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjldjuYVNXX1UrTkF5PJiz5BFcvssktVleL1FFYWwGfcNjzjG5uLB8TikH46Ie9RDP7U6OItAijOHlTUfZ9U17r0Xwh1UJRrUml-yUvkTnQ3qUIeAqSGQ8fDR1Vzw4XQM34U_oMRrRkAHQ/s1600/Screen+Shot+2015-03-17+at+7.28.43+AM.png" height="400" width="310" /></a><span lang="EN-US" style="font-family: Aldus-Italic; font-size: 11.0pt; mso-bidi-font-family: Aldus-Italic;"><span style="mso-spacerun: yes;"></span><span style="mso-spacerun: yes;"></span>The complete step-by-step directions can be found
in <a href="http://www.connect2learning.com/leading-the-way-to-assessment-for-learning-a-practical-guide" target="_blank">Leading the Way to Assessment for Learning: A Practical Guide</a> <i><span style="mso-spacerun: yes;"> </span></i>(described on page 71 and found as a
reproducible on page 166 of Appendix 2). You can find the Sticky Issues Protocol
along with classroom video clips and practical ideas on our <a href="http://connect2learningmembers.com/access/learning-conversations-sticky-issues/" target="_blank">free members site</a>. <span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal">
All my best,<br />
<br />
Anne</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="font-family: "ArialMT","sans-serif"; font-size: 7.5pt; mso-bidi-font-family: ArialMT;">* This protocol is adapted from Sticky Issue protocol
developed by Southern Maine Partnership</span><span lang="EN-US" style="font-family: "ArialMT","sans-serif"; font-size: 7.5pt; mso-bidi-font-family: ArialMT;"> and found in the Critical Friends Toolbox.</span>
</div>
<div class="MsoNormal">
<br /></div>
Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-88991361429974806602015-02-27T20:41:00.000-08:002015-03-10T18:30:27.727-07:00You're not the boss of me! Rethinking Self-Regulation and Assessment for LearningTeachers are expressing frustration that focusing on behavior just isn't enough - after all, teachers are interested in self-regulation because of the expectation that students will learn more. And they will, as teachers move beyond teaching students to self-regulate behaviors to teaching them how to manage their learning. What is needed? A clear, intentional focus on learning.<br />
<br />
Strategies that shift students from anxiety, stress and panic to
mindfulness, intention, and thoughtfulness are important but not
sufficient. Heidi Andrade (2010) argues that assessment is the missing key in this work. Consider Zimmerman's (2000) work on self-regulation focused on forethought, performance control and reflection. Notice how Hattie and Timperley's work (2007) extends these important ideas:<br />
<br />
<ul>
<li>Where am I going? (forethought)</li>
<li>How I am going? (performance control)</li>
<li>What's next? (reflection)</li>
</ul>
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiS0iVn-I4mHsl3qEDvvIBsv9hfRhvjpXpYChFxAb-aMvHfCb0ldmoWXixf-Npo3WMqHdMxeCS_XCRl2pm_bJX_KD_cBswyLBVOSwNuERCo2gq19rqzmhH8ezz8o6jlH5x2Td5dm7wfU_k/s1600/Screen+Shot+2015-03-02+at+8.08.16+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiS0iVn-I4mHsl3qEDvvIBsv9hfRhvjpXpYChFxAb-aMvHfCb0ldmoWXixf-Npo3WMqHdMxeCS_XCRl2pm_bJX_KD_cBswyLBVOSwNuERCo2gq19rqzmhH8ezz8o6jlH5x2Td5dm7wfU_k/s1600/Screen+Shot+2015-03-02+at+8.08.16+PM.png" height="242" width="320" /></a>What does it look like? Here's an example from a second grade class. Ms M. posts a sample of work. Together the students and teacher talk about what makes it a quality piece of work. The ideas are recorded. Then, as students work, they check their work against the posted sample.<br />
<br />
What happening here? Quality classroom assessment is happening. Let me explain...<br />
<br />
Students know the learning destination. They have a sample to help them understand quality. The students were part of co-constructing success criteria. And now the students can start to produce their own work sample. And, as they work, they can check their work against the sample (self-assessment). They can talk about what is working in their work with their peers (peer assessment). They can figure out what they might do more of or less of (next steps goal setting).<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6SfZfQJjbciMAhLlJgep3tHNF42Ume2a6b_Wvxll_mrQBckYrDDPIVpyDpJjjc5m9tcOL8ULL3nEagY_hjyxbXmmq3uslKHzgu_Q4VnSP09K3zyL5Rx9yMS5PPcDK-i-xDjp7yJSURco/s1600/Screen+Shot+2015-03-02+at+8.09.46+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6SfZfQJjbciMAhLlJgep3tHNF42Ume2a6b_Wvxll_mrQBckYrDDPIVpyDpJjjc5m9tcOL8ULL3nEagY_hjyxbXmmq3uslKHzgu_Q4VnSP09K3zyL5Rx9yMS5PPcDK-i-xDjp7yJSURco/s1600/Screen+Shot+2015-03-02+at+8.09.46+PM.png" height="236" width="320" /></a>What are they doing? They are learning. They are practicing. They are improving.<br />
<br />
And, as students work with the teacher over time, more teaching takes place. Students learn more about quality and how to next those next steps to move from where they are to where they might be. In other words, students will be able to "be the boss" of their learning. They will be able to self-regulate their own learning. How did they get to be their own boss? Through using assessment in the service of learning!<br />
<br />
Let me illustrate using an example from a secondary classroom (Butler, 2002) outlines Strategy Content Learning. The four steps are: <br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjK8c-dwpwM0enh7yvOy-Qxi3Lm6Vz1sUDwpQtXKh84DslrJBK5V2fL7lNHL5vbVlDertncbjeXRCufLAC_4hSIV_a8V2zUomGnvJ_-YtzHfM1gfC7hpbQj_LRJK6MowhvRBTcXl-96vGM/s1600/Screen+Shot+2015-03-02+at+8.19.49+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjK8c-dwpwM0enh7yvOy-Qxi3Lm6Vz1sUDwpQtXKh84DslrJBK5V2fL7lNHL5vbVlDertncbjeXRCufLAC_4hSIV_a8V2zUomGnvJ_-YtzHfM1gfC7hpbQj_LRJK6MowhvRBTcXl-96vGM/s1600/Screen+Shot+2015-03-02+at+8.19.49+PM.png" height="92" width="320" /></a></div>
<ol>
<li>Co-constructing criteria for learning strategies</li>
<li>Helping students to self-assess prior to submitting their work</li>
<li>Talking about what might be done differently</li>
<li>Articulating strategies to use next time. </li>
</ol>
Simple. Powerful. It is self-regulation in support of learning. Think about it - the students know the learning destination. They have help to
understand quality and to frame a strategy in their own words. They get to work and, as they receive feedback, they record it themselves - they put it in their own words. And, as they work, they have a growing collection of ideas to improve their work the next time.<br />
<br />
That's it! Helping students be the boss of their own learning.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0fqSUq0kfcOasR7b_phBWRdy-etSTprIjG_9LhWh4DWMFG6-zc3S1RLE-1A_A7acujOSIrIUSw4yok9zGmHNiAYazDYD5qFSUXrPP_HHvPpHnmqha25AEwZJIoY98Z8chILTZM9xVpnU/s1600/Screen+Shot+2015-03-02+at+8.30.27+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0fqSUq0kfcOasR7b_phBWRdy-etSTprIjG_9LhWh4DWMFG6-zc3S1RLE-1A_A7acujOSIrIUSw4yok9zGmHNiAYazDYD5qFSUXrPP_HHvPpHnmqha25AEwZJIoY98Z8chILTZM9xVpnU/s1600/Screen+Shot+2015-03-02+at+8.30.27+PM.png" height="460" width="640" /></a></div>
<br />
All my best,<br />
<br />
Anne<br />
<br />
<br />
<br />
<br />
<br />Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-65886245012799171822015-01-19T08:07:00.000-08:002015-05-20T10:36:16.972-07:00Stop SHOULD-ING On Others: Three Actions Successful Leaders Take<style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-fareast-font-family:Cambria; mso-hansi-font-family:Cambria; mso-bidi-font-family:"Times New Roman";} a:link, span.MsoHyperlink {mso-style-parent:""; color:blue; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; color:purple; text-decoration:underline; text-underline:single;} @page Section1 {size:612.0pt 817.0pt; margin:28.4pt 63.8pt 36.0pt 63.5pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> <br />
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;">Too often in our work we have seen leaders, with the best of intentions, tell others what they should do. Yet, successful and systemic implementation of assessment<i style="mso-bidi-font-style: normal;"> for </i>learning eludes many schools and systems. Telling is just not enough. </span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;">In our work with positional leaders and leadership teams over the past 15 years, we have deliberately gathered research evidence regarding the effectiveness of using assessment<i style="mso-bidi-font-style: normal;"> for</i> learning as both the change and the change process. After analyzing the findings of this study, it was clear that there were three actions that the successful leaders employed: </span></div>
<ol>
<li><span style="font-size: small;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Arial;">Leaders must take action and move beyond words to deeds.</span></i></span></li>
<li><span style="font-size: small;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Arial;">Leaders evaluate what they value and move beyond numbers to include triangulated evidence of learning.</span></i></span></li>
<li><span style="font-size: small;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Arial;">Leaders find ways to collect ongoing information and use frequent feedback loops.</span></i></span></li>
</ol>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Arial;">1. Taking Action - Beyond words to deeds</span></i></b></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;">The leaders in this study didn’t just tell others what to do. The positional leaders interviewed gave examples of deliberately involving school leaders and adult learners in <i style="mso-bidi-font-style: normal;">doing</i> assessment <i style="mso-bidi-font-style: normal;">for </i>learning. They showed samples, co-constructed criteria, and worked to arrive at agreement around quality. They actually used assessment in the service of learning both with school and professional development leaders. And, they expected school leaders to use these same principles, structures, and strategies with their faculty members and others in similar ways.<span style="mso-spacerun: yes;"> </span>Professional learning opportunities also used assessment <i style="mso-bidi-font-style: normal;">for </i>learning principles, structures, and strategies.</span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;">For the leaders in this study, taking ACTION by modeling assessment <i style="mso-bidi-font-style: normal;">for </i>learning was a key aspect of success. It appears these leadership actions helped to bring alignment throughout the system. In fact, the leaders studied indicated that the more they used assessment<i style="mso-bidi-font-style: normal;"> for</i> learning themselves, the more they saw it being used by others. This deliberate process of aligning ‘word and deed’ further embedded assessment<i style="mso-bidi-font-style: normal;"> for </i>learning into the culture of the system. One example of taking action is leaders co-constructing criteria with adult learners (see Figure 1.0).</span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDsoR3Sc_ousGxwGAJ8S2vdRhPePOHYmX9m_XGIN0xoH5JwWiUXoGphKhXFK_CNDash3NPpMjqU1rJ3AwBVcXJDefzSg7wud1h1WKl5Iz1EKFn9nVvhZ2JkrVsR1cV52WvsBhuASva0VOK/s1600/BlogPhotoJan2015.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDsoR3Sc_ousGxwGAJ8S2vdRhPePOHYmX9m_XGIN0xoH5JwWiUXoGphKhXFK_CNDash3NPpMjqU1rJ3AwBVcXJDefzSg7wud1h1WKl5Iz1EKFn9nVvhZ2JkrVsR1cV52WvsBhuASva0VOK/s1600/BlogPhotoJan2015.png" width="307" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial; font-size: 10.0pt;">Figure 1.0*</span></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial; font-size: 10.0pt;"> </span></td></tr>
</tbody></table>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Arial;">2. Evaluate what you value - Beyond numbers to triangulated evidence of learning</span></i></b></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;">It is often said that we evaluate that which we value. Without exception, the positional leaders in this study work in an environment where educational systems are ‘judged’ by external data. Yet, the shift to using more assessment <i style="mso-bidi-font-style: normal;">for</i> learning in classrooms is often accompanied by the valuing of student voices and students’ ways of knowing. </span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;">Classroom assessment values both qualitative and quantitative data that are collected over time in relation to that which must be learned. These positional leaders, as evidenced in the data, balanced external, lagging data about student achievement, with classroom-based evidence gathered through triangulation: products students create, observations of students engaged in process, and conversations with students about their understandings. </span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;">Leaders deliberately modeled alignment, demonstrating that teachers were not the only ones being expected to value qualitative data and triangulate evidence of learning over time. Figure 1.0 includes an example of evidence being from multiple sources - triangulated - and collected over time. The leaders interviewed explained that as alignment, in terms of triangulation, increased, the need to rely solely or heavily on external data diminished; data were being collected and valued from multiple sources and from all layers and parts of the system - from classrooms, to schools, and to the larger system level with multiple schools.</span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<br />
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Arial;">3. Leaders find ways to collect ongoing information and use frequent feedback loops.</span></i></b></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;">Leadership literature has long promoted feedback loops as being incredibly important to system change and learning. Yet, in education, the search for effective feedback loops has resulted, in many jurisdictions, in more external testing. Researchers have documented the negative impact of increased external testing on learning and teaching. </span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;">In this study, the positional leaders described how they were able to gather frequent feedback from multiple perspectives and at different levels – students, teachers, parents, schools, systems, trustees, and community partners. Leaders also explained how they used the data to make adjustments.<span style="mso-spacerun: yes;"> </span>These included revisiting policy, regulations, protocols, and procedures and were based on the analysis of the evidence of learning – ongoing assessment information – in relation to the system initiative. </span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;"> </span><span style="font-family: Arial; font-size: small;"> </span><span style="font-size: small;"> </span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<div class="MsoNormal" style="line-height: 150%;">
<span style="font-family: Arial; font-size: small;">You can read the full report in the Curriculum Journal (<span style="font-size: x-small;"><b style="mso-bidi-font-weight: normal;"><a href="http://www.tandfonline.com/doi/full/10.1080/09585176.2014.964276#.VLQGOnu2Fup">DOI:<span style="font-weight: normal;"> <b>10.1080/09585176.2014.964276</b></span></a></b>).</span> </span><br />
<span style="font-family: Arial; font-size: small;">It is posted on our members site in the <a href="http://connect2learningmembers.com/access/learn/transforming-leadership/">leadership section here</a> along with an extensive collection of materials to support you in your work. </span><span style="font-size: small;"> <span lang="EN-CA" style="background: none repeat scroll 0% 0% white; font-family: Arial;">You can also download a pre-publication version <a href="http://connect2learningmembers.com/pdf/READ/DaviesEtAl-Leaders-2014-1.pdf">right here</a>.</span></span><br />
</div>
</div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;">Enjoy!</span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;">Anne and Sandra</span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: Arial; font-size: small;">Notes: </span><br />
<br />
<span style="font-family: Arial; font-size: small;">1. Figure 1.0 is from <i><a href="http://www.connect2learning.com/transforming-schools-and-systems-using-assessment-a-practical">Transforming Schools and Systems Using Assessment: A Practical Guide</a> </i>by Anne Davies, Sandra Herbst, and Beth Parrott Reynolds (2012).</span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br />
<span style="font-size: small;"><i style="mso-bidi-font-style: normal;"><span style="font-family: Arial;">2. </span></i><span style="font-family: Arial;">This is an Accepted Manuscript of an article published by Taylor & Francis in [CURRICULUM JOURNAL] on [October 30, 2014], available online: </span><a href="http://www.tandfonline.com/"><span style="font-family: Arial;">http://wwww.tandfonline.com/</span></a><span style="font-family: Arial;">[DOI: 10.1080/09585176.2014.964276].</span></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-outline-level: 1; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-outline-level: 1; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-outline-level: 1; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-75640595062366739602014-12-11T23:00:00.000-08:002015-02-17T20:36:41.401-08:00Making “It” Make Sense for Parents <style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Times; panose-1:2 0 5 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:"MS 明朝"; mso-font-charset:78; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:1 0 16778247 0 131072 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"MS 明朝"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-ansi-language:EN-CA; mso-fareast-language:JA;} @page Section1 {size:612.0pt 817.0pt; margin:94.4pt 63.8pt 36.0pt 63.5pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> <br /><div class="MsoNormal"><span lang="EN-CA" style="font-family: Arial;"><br /></span></div><div class="MsoNormal"><span lang="EN-CA" style="font-family: Arial;"></span><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt;">December is a busy month and it is also a month of reflection as we prepare for a new year. As we’ve worked this year with educators across Canada and internationally, we’ve been heartened by the powerful conversations in support of ensuring assessment, evaluation, and reporting is in the service of learning. These changes require that we thoughtfully build plans to support the learning of our teachers, administrators, Trustees, and senior leaders. A mindful plan also includes involving parents in the conversation. Bridging home to school and school to home is an important pursuit. </span> </div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"> </span><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"> </span> </div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">In our work with school systems, we are often asked to meet with parents. For us, this work can occur after we have had the opportunity to better understand the context in which students learn and educators teach, including reading board reports, viewing information on the district website, working with teachers and division support staff, and meeting with school leadership teams. </span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">The point at which we are asked to engage in parent information meetings or district parent sessions is often when the structure that reports student learning begins to shift. Across this country, jurisdictions are changing report cards and reporting mechanisms to reflect today’s challenging curriculum and communication landscape. The reality of this work often results in mixed reviews from parents and the broader community. And no wonder – the perfect report card or reporting process just does not exist. </span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">The complexity of the curriculum, the diversity of learners and communities in which they live, and the inherent errors that occur when we communicate using a coding system and the written word can seem overwhelming. What we can do, however, to mitigate these issues is to involve students in communicating evidence of their learning, to ensure that teachers’ professional judgment is informed and guided by district policy, and to build trust over the long-term. This often requires that we seek to understand before being understood – that age-old adage serves us well.</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">As we plan for meeting with parents, we reflect on the large number of sessions that we have facilitated over the years. We strive to be respectful of the experience, intelligence, and commitment that each parent brings to the conversation. And at the same time, we wish to acknowledge the expertise and ‘craft’ knowledge that educators hold as they work in support of student learning.</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYBkvwr5KeIYpJSU42UAwVQIk5OuFc_HVwygK8l_0_9JorRwIB4g93ue7PNFl56kNxZUWpjGgM1hHKDRMBNZJAi2sCMPksXy64bJRrNJnuSBWx9S7d27xWUpMj79KeWx12YGZb87l2kXnm/s1600/reportcard1938.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYBkvwr5KeIYpJSU42UAwVQIk5OuFc_HVwygK8l_0_9JorRwIB4g93ue7PNFl56kNxZUWpjGgM1hHKDRMBNZJAi2sCMPksXy64bJRrNJnuSBWx9S7d27xWUpMj79KeWx12YGZb87l2kXnm/s1600/reportcard1938.jpg" height="400" width="213" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">1938 Report Card</td></tr></tbody></table><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">For us, there are five essential points around which we build the conversation with parents. Each one pulls parents and community members from their past experience as a student in school to the reality of pedagogy and politics today.</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">It used to be that teachers chose what they were going to teach.</span></b><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">We show parents what curriculum looks like today – its specificity and breadth. As we open curricular documents up to parents, we convey the depth of these documents and how it both directs and supports teachers’ teaching and students’ learning. No longer do educators choose a topic because it only interests them. Today, a unit or a theme must unfold in support of the learning expectations or outcomes.</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">It used to be that the students who “crossed the finish line” of the course first, were awarded the best marks.</span></b><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"> No longer do our marks ‘reward’ students who require the least amount of instruction or those who can most quickly understand the concepts. Rather, curricula across this country allow students until the end of the term, the semester or the course to achieve those outcomes. In other words, our curriculum does not ask “How fast?”, but rather it poses the question of “To what degree of quality and proficiency?”</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">It used to be that test scores and results from quizzes and exams were sufficient evidence of learning.</span></b><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"> The complexity of today’s curriculum requires that students provide evidence of their learning in ways that go beyond tests, quizzes, and exams. For example, we cannot determine whether a student engages in a scientific investigation safely by giving them a test. We need to watch them in action. Nor can we determine whether a student can engage in classroom discussion by having them write a paragraph about it. We listen to them talk through issues and questions. If a term or course mark is comprised of marks gathered from tests, quizzes, and a final exam, then we know that the breadth of the curriculum has not been addressed….only a part of it has.</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">It used to be that all students had to show what they had learned in the same way and at the same time.</span></b><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"> In the past, if our students were studying the water cycle, for example, then all students had to write a paragraph about that scientific concept. The curriculum states that students should be able to describe the water cycle. Period. It does not dictate a singular way in which students should show what they know about this scientific concept. So today, students might write about it, they might put together a narrated video, or they might even make it rain by bringing in a kettle, a pie plate, and some ice as they demonstrate the water cycle. This does not mean that writing or putting things down on paper is not important. In fact it is. Many curricula speak to the importance of the written word; however, a student who deeply understands how she solved a trigonometric equation should not be penalized if she cannot tell how she arrived at the answer in perfectly formed sentences. The best way of explaining her thinking and making her mathematical problem solving visible to others might be to record<a href="https://www.blogger.com/null" name="_GoBack"></a> herself going through the question, step by detailed step. </span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">It used to be that external examinations were the most important source of assessment evidence.</span></b><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"> Provincial or jurisdictional examinations do provide important and essential information. But because they cannot evaluate the breadth of the curricular outcomes or expectations, they are not the only measures upon which we can rely. We look to our teachers and their understanding of the curricula that they teach, of the ways in which students learn, and of what proficiency and quality look like. Teachers bring these three factors to bear as they pull evidence from multiple sources to make a professional judgement that informs the final evaluation or mark on the report card. What teachers do in classrooms with students matters a great deal. And their consideration of all that they know is important in giving the most accurate and up-to-date picture of how a student is doing compared to how they should be doing.</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">As we write in our book <a href="http://www.connect2learning.com/transforming-schools-and-systems-using-assessment-a-practical"><i style="mso-bidi-font-style: normal;">Transforming Schools and SystemsUsing Assessment for Learning</i></a> (p. 83), “It is not enough that parents and community be ‘informed’; they must be invited into the thinking and visioning that will provide the foundation for all that comes. They can become some of the most powerful advocates for thoughtful change when their resistance, concerns, and questions are dealt with honestly and respectfully.” </span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">We believe that we build relationships of trust, action, and support when we provide information that not only contextualizes the work but allows parents and community members to be able to contribute and challenge from a position of understanding and strength. John Dewey says it incredibly clearly, “Communication is a process of sharing experiences until it becomes a common possession. It modifies the disposition of both parties who partake in it.”</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">All our best,</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><br /></span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">Anne, Sandra and Brenda</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal"><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"><br style="mso-special-character: line-break;" /><br style="mso-special-character: line-break;" /></span><span lang="EN-CA" style="font-family: Times; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"></span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;"><br /></div>Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-70418803617542516712014-11-13T14:17:00.000-08:002015-02-17T20:36:41.479-08:00Multi-Age Classroom Demonstration - Learning the Language of Assessment<br /><style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:1; mso-list-type:hybrid; mso-list-template-ids:1 1 -1 -1 -1 -1 -1 -1 -1 -1;} @list l0:level1 {mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt;} @list l0:level2 {mso-level-start-at:0; mso-level-text:""; mso-level-tab-stop:none; mso-level-number-position:left; margin-left:0cm; text-indent:0cm;} @list l0:level3 {mso-level-start-at:0; mso-level-text:""; mso-level-tab-stop:none; mso-level-number-position:left; margin-left:0cm; text-indent:0cm;} @list l0:level4 {mso-level-start-at:0; mso-level-text:""; mso-level-tab-stop:none; mso-level-number-position:left; margin-left:0cm; text-indent:0cm;} @list l0:level5 {mso-level-start-at:0; mso-level-text:""; mso-level-tab-stop:none; mso-level-number-position:left; margin-left:0cm; text-indent:0cm;} @list l0:level6 {mso-level-start-at:0; mso-level-text:""; mso-level-tab-stop:none; mso-level-number-position:left; margin-left:0cm; text-indent:0cm;} @list l0:level7 {mso-level-start-at:0; mso-level-text:""; mso-level-tab-stop:none; mso-level-number-position:left; margin-left:0cm; text-indent:0cm;} @list l0:level8 {mso-level-start-at:0; mso-level-text:""; mso-level-tab-stop:none; mso-level-number-position:left; margin-left:0cm; text-indent:0cm;} @list l0:level9 {mso-level-start-at:0; mso-level-text:""; mso-level-tab-stop:none; mso-level-number-position:left; margin-left:0cm; text-indent:0cm;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} --></style> <br /><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">This past September, I had the opportunity to spend a day watching <a href="http://sandraherbst.blogspot.ca/">Sandra Herbst</a> in classrooms with the students and staff of <a href="http://www.ktw.yk1.nt.ca/">Kaw Tay Whee School</a> in Dettah, Northwest Territories. </span></span></div><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">Sandra was doing a series of demonstration lessons in classrooms with students from 3 years of age to students in Grade 8. </span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">The staff members and I watched Sandra co-construct criteria with students from two different multi-age classes. </span></span>It is something Sandra has written about in her blog, both from the perspective of <a href="http://sandraherbst.blogspot.ca/2014/05/observing-with-intention.html">observing colleagues</a> as well from a <a href="http://sandraherbst.blogspot.ca/2014/03/classroom-observations-who-is-really-in.html">learning perspective</a>. </span></span></div><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">Some people might make assumptions about what students in a small, northern community can do or not do or how they may or may not participate. If the assumptions were that these students would be knowledgeable about writing and enthusiastic learners, then they would be correct. </span></span></div><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">In one class Sandra adapted the four-step process from <a href="http://www.connect2learning.com/setting-and-using-criteria-second-edition">Setting and Using Criteria</a> and used a writing sample to help focus students on quality and proficiency. Here are a series of photographs to show the process she used: </span></span></div><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.blogger.com/blogger.g?blogID=2581570098826335111" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="" /></a></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigJgMVHwa04s8jLr5TJTdFjcFecm4vkm9iINdgKC452VKgH2oABoIkLgzwn2fG5F3FIFTkdKSmqGLT1yAM8ds-tOgF4HKD3Iib1NTnqFMJGMtQKW_ofYVO1JimC77fwcq36ofu-7wlSGya/s1600/Screen+Shot+2014-11-13+at+1.06.14+PM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigJgMVHwa04s8jLr5TJTdFjcFecm4vkm9iINdgKC452VKgH2oABoIkLgzwn2fG5F3FIFTkdKSmqGLT1yAM8ds-tOgF4HKD3Iib1NTnqFMJGMtQKW_ofYVO1JimC77fwcq36ofu-7wlSGya/s320/Screen+Shot+2014-11-13+at+1.06.14+PM.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">Sandra asked the question, “What counts... what matters... what is important when we write well?"</span></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td></tr></tbody></table><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4jGh-_XGNDvi4H8r8yAZAxXlKvXG81b4N0H7L482qZdieKeOsULEDEfOlibTElw_g_K4cMqCg45oBoDY-EmcmqScca7JSTULU5yYPlZi5mIM81FmR_gw8M6F0UesvrlKwel2ugL2yzsNR/s1600/Screen+Shot+2014-11-13+at+1.07.13+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4jGh-_XGNDvi4H8r8yAZAxXlKvXG81b4N0H7L482qZdieKeOsULEDEfOlibTElw_g_K4cMqCg45oBoDY-EmcmqScca7JSTULU5yYPlZi5mIM81FmR_gw8M6F0UesvrlKwel2ugL2yzsNR/s320/Screen+Shot+2014-11-13+at+1.07.13+PM.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">Sandra led the process. Together students, with Sandra's guidance, examined part of a sample and brainstormed ideas about good writing.</span></td></tr></tbody></table><br /><div class="MsoNormal" style="margin-bottom: 7.0pt; margin-left: 37.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 1.0pt 38.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -37.0pt;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;"> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Z-e8ufx-2Dzxe9GvcgVnKSKA1Op32E8XuausXJrF7DuyyMx-bT2QxQSbAQQiFJcOCTmXgjPuHb9zXtPCzCr7ebu19dPOmQvKAr6PsO400V1DY8O5lz8H8XEw3pLZaW_XN40rdAxJ0azp/s1600/Screen+Shot+2014-11-13+at+1.07.25+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="233" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7Z-e8ufx-2Dzxe9GvcgVnKSKA1Op32E8XuausXJrF7DuyyMx-bT2QxQSbAQQiFJcOCTmXgjPuHb9zXtPCzCr7ebu19dPOmQvKAr6PsO400V1DY8O5lz8H8XEw3pLZaW_XN40rdAxJ0azp/s320/Screen+Shot+2014-11-13+at+1.07.25+PM.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">As students identified what was important in a chunk of the sample, an adult recorded student ideas on sentence strips. </span><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">Then, another chunk of the sample was examined.</span></td></tr></tbody></table></span></span></div><div class="MsoNormal" style="margin-bottom: 7.0pt; margin-left: 37.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 1.0pt 38.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -37.0pt;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;"> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhX6yzJ0scv2Jqm1tNhQgfydiRAoGfrTykV-SvBuamRorVwJPHm4NEeAZsYNZDg_apeqrWlz2N7DUp-fzaHJt-YZpV4Vjb7FstHbxfNPQ6DfilBf9A19lZXlGak4XpPqKMcgNAv4q0j-yn1/s1600/Screen+Shot+2014-11-13+at+1.07.48+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhX6yzJ0scv2Jqm1tNhQgfydiRAoGfrTykV-SvBuamRorVwJPHm4NEeAZsYNZDg_apeqrWlz2N7DUp-fzaHJt-YZpV4Vjb7FstHbxfNPQ6DfilBf9A19lZXlGak4XpPqKMcgNAv4q0j-yn1/s320/Screen+Shot+2014-11-13+at+1.07.48+PM.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">They continue, chunk by chunk, until all ideas were surfaced. The teacher also contributed ideas.</span></td></tr></tbody></table></span></span></div><div class="MsoNormal" style="margin-bottom: 7.0pt; margin-left: 37.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 1.0pt 38.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -37.0pt;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;"> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEih78fYRwS9ZXfNvXsRVJhSb9IFyJCKYINGRptlytkMQ81G7Wxy8Ipg19fL416UZLh7a8pXrCiO5L9_emUJ8yLYbNsRZzP79EXxLCP_7FlX4gMBZBh6UEecxJLe169k_rWL5X5kDWsVJJhD/s1600/Screen+Shot+2014-11-13+at+1.10.32+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEih78fYRwS9ZXfNvXsRVJhSb9IFyJCKYINGRptlytkMQ81G7Wxy8Ipg19fL416UZLh7a8pXrCiO5L9_emUJ8yLYbNsRZzP79EXxLCP_7FlX4gMBZBh6UEecxJLe169k_rWL5X5kDWsVJJhD/s320/Screen+Shot+2014-11-13+at+1.10.32+PM.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Once all ideas have been recorded, it was time to sort the strips into three to five groups.</td></tr></tbody></table></span></span></div><div class="MsoNormal" style="margin-bottom: 7.0pt; margin-left: 37.0pt; margin-right: 0cm; margin-top: 0cm; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-pagination: none; tab-stops: 1.0pt 38.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: -37.0pt;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;"> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOdHkkH6byMpovfm9svNDB2Gqi4kF0VINU7vsTKU4Wgg6oo0ubEMoXkoX1PJqln3SLmDd2YOE2FQ9yV6jPCYsrqiGhYTKiv15Eh2fSxzbE7FpqZvvH61dAh1-9BbObrFOQrarTt43r6C0I/s1600/Screen+Shot+2014-11-13+at+1.09.00+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOdHkkH6byMpovfm9svNDB2Gqi4kF0VINU7vsTKU4Wgg6oo0ubEMoXkoX1PJqln3SLmDd2YOE2FQ9yV6jPCYsrqiGhYTKiv15Eh2fSxzbE7FpqZvvH61dAh1-9BbObrFOQrarTt43r6C0I/s320/Screen+Shot+2014-11-13+at+1.09.00+PM.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 56.0pt; mso-bidi-font-weight: bold;">The next step was to use the criteria. One way is to have </span><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 58.0pt; mso-bidi-font-weight: bold;">students practice by finding proof in the sample, in another sample, in their own work, and then, eventually, in a peer's work.</span></td></tr></tbody></table></span></span></div><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 56.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 58.0pt; mso-bidi-font-weight: bold;"></span><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 56.0pt; mso-bidi-font-weight: bold;"></span> <br /><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;"> As you consider this example, think about what learning processes are being used. Think about words such as analyze, synthesis, collaborate, and more. This is what one group of teachers, after watching Sandra do demonstration lessons, said:</span></div><br /><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0CrXYBtu6DbLiV4cHftHRuXHcquYjbJqMDzpjQnc4syZ7v9HWwFEAjWXpg0cM7QSnjQCaWajhdsP58VDejI4ki2Q_RxUmz_jswmKTaogndY7rxLvZr6pf9C-QYyHoa9cdzZbjaVaWWqx8/s1600/IMG_0808.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0CrXYBtu6DbLiV4cHftHRuXHcquYjbJqMDzpjQnc4syZ7v9HWwFEAjWXpg0cM7QSnjQCaWajhdsP58VDejI4ki2Q_RxUmz_jswmKTaogndY7rxLvZr6pf9C-QYyHoa9cdzZbjaVaWWqx8/s400/IMG_0808.jpg" width="298" /></a></div><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><br /></div><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">Every curriculum document and set of standards includes these kinds of words. When we co-construct criteria with students we help them <b>better understand quality and proficiency</b> as well as <b>learn the language of assessment</b> – of learning. And, at the same time, <b>students learn</b>. </span></span></div><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">This is a powerful 'assessment in the SERVICE of learning' undertaking. It is also a powerful way to teach students <b>executive functioning</b>... and that will be the subject of my next post.</span></span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">All my best,</span></span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">Anne</span></span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;">PS If you'd like Sandra Herbst or Brenda Augusta to demonstrate quality assessment, teaching, and learning in your school, please contact Kathy (<a href="mailto:kathy@connect2learning.com">kathy@connect2learning.com</a>) or call 1-250-337-8244.</span></span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;"><br /></span></span></div><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;"><br /></span></div><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 48.0pt; mso-bidi-font-weight: bold;"><br /></span></div><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><br /></div><div class="MsoNormal" style="margin-bottom: 7.0pt; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 252.0pt 280.0pt 308.0pt 336.0pt; text-autospace: none;"><br /></div><div class="MsoNormal"><br /></div>Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-56443092500684478702014-10-22T14:01:00.000-07:002015-02-17T20:36:41.498-08:00Does Classroom Assessment Work?<span style="font-family: Arial,Helvetica,sans-serif;">Recently I read a piece by Bennett (2011) questioning the true impact of formative assessment. And, while I appreciate the powerful questions he asked, there are also some significant, unstated assumptions. One of those assumptions is that there is a lack of observational evidence to inform the work of teachers and others. And, that this lack undermines the process of formative assessment.</span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;">While I can't speak to his experiences, I can speak to my experience in this regard. In my work over the past 30 years, formative assessment is considered within the larger context of classroom assessment (Davies, 2000, 2011). In Canada, for example, many policy documents have taken the stance that classroom assessment – which includes both formative and summative assessment – is actually a research undertaking. That is, classroom teachers need to triangulate their data much the way social scientists do (see, for example, Lincoln and Guba, 1984). </span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">In practical terms this means teachers need to collect the products students create, observe them as they engage in the processes to be learned, and have conversations with them (through words spoken, written, or recorded) to better understand the meaning students are making as they learn. As students learn, teachers collect evidence from multiple sources over time to inform their professional judgement regarding student learning.</span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;">As teachers deliberately plan to collect evidence in relation to what the curriculum states what students need to know, understand, do, and articulate, they increase the validity of their professional judgements. As teachers engage in ongoing professional learning, they come to better understand the quality expectations for students, given their age range and the subject area discipline. Powerful professional learning goes way beyond scoring of common assessments and includes moderation of collections of evidence of student learning - a process shown to increase the reliability and validity of teacher judgement (ARG, 2006).</span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;">Further, as teachers deliberately collect evidence over time in relation to curriculum outcomes, they increase the reliability of their professional judgement. They have 'proof of learning' from multiple sources over time. The 'trustworthiness' of their findings is increased (Davies et al., In press).</span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;">In this context, when teachers use an ongoing collection of evidence of student learning to inform their next teaching steps, the evidence of learning informs them. It ensures they are able to engage in 'informed assessment' and use that assessment information to inform their teaching and student learning. This is the true meaning of formative assessment.</span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqwl-acKP-3qHDwgqn8pzrcXuVV1QjqTTnotCHCWKwT4-d9DqtIuXex6roNhenC0O31P3cSKW8pC6tzaRAQ-TSUWDcJ6F9oUjCoMRGvpPLi01kEjTbctrmoi5Qk8JhmXUVNrveS9nWrs4J/s1600/IMG_1314.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqwl-acKP-3qHDwgqn8pzrcXuVV1QjqTTnotCHCWKwT4-d9DqtIuXex6roNhenC0O31P3cSKW8pC6tzaRAQ-TSUWDcJ6F9oUjCoMRGvpPLi01kEjTbctrmoi5Qk8JhmXUVNrveS9nWrs4J/s1600/IMG_1314.jpg" height="239" width="320" /></a>And, as teachers involve students in the assessment process they engage in formative assessment for themselves - a process often referred to as Assessment <i>for </i>Learning. This photograph was shared with me recently by a teacher working with 7-year-olds in British Columbia. Notice how she is teaching students to understand quality and giving them the information they need to engage in formative assessment for themselves. </span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;">Bennett (2011) is right when he notes that educators and others can often be found reducing formative assessment to "five simple ideas" or the "eight great strategies." It is fair that this over-simplification invite criticism. It is critically important that we not limit classroom assessment in these ways.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">What <i>does</i> work when it comes to classroom assessment?</span><br /><ol><li><span style="font-family: Arial,Helvetica,sans-serif;">Teachers begin with the curriculum outcomes.</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">They thoughtfully consider possible evidence of learning (products, observations of process, and conversations) of all the curricular outcomes.</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Teachers research quality so students and others have samples and models to illustrate the expectations for quality and proficiency.</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Teachers use the assessment information to inform their next teaching steps. </span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Teachers deliberately help students use the assessment information to inform next learning steps.</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Teachers teach students to engage in formative assessment in support of their own learning. </span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Teachers use the assessment information to inform their professional judgment and engage in summative assessment. </span></li></ol><span style="font-family: Arial,Helvetica,sans-serif;">This is the classroom assessment process. Classroom assessment is a research undertaking with clear procedures and articulated methods. It is the one upon which <i>Making Classroom Assessment Work</i> is based which is the reason a growing number of universities are using it as a course text in professional courses leading to teaching degrees. </span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">After all, classroom assessment is a research process. And, as Bennett's (2011) article reminds us, it doesn't come easily. It needs to be learned and carefully implemented.</span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><b><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">References</span></span></b><br /><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></span> <style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Times; panose-1:2 0 5 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-fareast-font-family:"Times New Roman"; mso-hansi-font-family:Cambria; mso-bidi-font-family:"Times New Roman";} h1 {mso-style-link:"Heading 1 Char"; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; mso-outline-level:1; font-size:24.0pt; mso-bidi-font-size:10.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Times; mso-hansi-font-family:Times; mso-ansi-language:X-NONE; mso-fareast-language:X-NONE;} span.Heading1Char {mso-style-name:"Heading 1 Char"; mso-style-locked:yes; mso-style-link:"Heading 1"; mso-ansi-font-size:24.0pt; font-family:Times; mso-ascii-font-family:Times; mso-hansi-font-family:Times; mso-font-kerning:18.0pt; mso-ansi-language:X-NONE; mso-fareast-language:X-NONE; font-weight:bold; mso-bidi-font-weight:normal;} span.a-size-large {mso-style-name:a-size-large;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> <br /><div style="margin: 0.1pt 0cm 0.1pt 1cm; text-indent: -1cm;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span class="a-size-large"><span lang="X-NONE" style="font-weight: normal;">Assessment Reform Group (ARG). 2006. <a href="http://cdn.aaia.org.uk/content/uploads/2010/06/The-role-of-teachers-in-the-assessment-of-learning.pdf">The role of teachers in the assessment of learning.</a> Pamphlet produced by Assessment Systems for the Future project (ASF) http://arrts.gtcni.org.uk/gtcni/handle/2428/4617.</span></span></span></span></div><div style="margin: 0.1pt 0cm 0.1pt 1cm; text-indent: -1cm;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span class="a-size-large"><span lang="X-NONE" style="font-weight: normal;">Bennett, R. E. (2011) Formative assessment: a critical review, <a href="http://www.tandfonline.com/doi/abs/10.1080/0969594X.2010.513678"><i>Assessment in Education: Principles, Policy & Practice</i></a>, 18:1, 5-25, DOI: 10.1080/0969594X.2010.513678</span></span></span></span></div><div class="MsoNormal" style="margin-left: 1cm; text-indent: -1cm;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span class="a-size-large"><span lang="X-NONE" style="font-weight: normal;"> <style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-fareast-font-family:"Times New Roman"; mso-hansi-font-family:Cambria; mso-bidi-font-family:"Times New Roman";} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;}</style></span></span>Davies, A. (2011). <i><a href="http://www.connect2learning.com/making-classroom-assessment-work-3rd-edition">Making Classroom Assessment Work</a> </i><i>3<sup>rd</sup> Ed.</i>, Courtenay, BC: Connections Publishing and Bloomington, IN: Solution Tree Press. </span></span></div><div class="MsoNormal" style="margin-left: 1cm; text-indent: -1cm;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"> <style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-fareast-font-family:"Times New Roman"; mso-hansi-font-family:Cambria; mso-bidi-font-family:"Times New Roman";} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> </span></span></div><div class="MsoNormal" style="margin-left: 1cm; text-indent: -1cm;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Davies, A. <span style="background-color: white;"><span style="background-attachment: scroll; background-clip: border-box; background-image: none; background-origin: padding-box; background-position: 0% 0%; background-repeat: repeat; background-size: auto auto;">Herbst, S. & Parrott-Reynolds</span></span>, B. (2011). <i><a href="http://www.connect2learning.com/leading-the-way-to-assessment-for-learning-a-practical-guide">Leading the Way to Assessment for Learning: A Practical Guide</a> 2<sup>nd</sup> Ed.</i>, Courtenay, BC: Connections Publishing and Bloomington, IN: Solution Tree Press.</span></span></div><div class="MsoNormal" style="margin-left: 1cm; text-indent: -1cm;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Davies, A., Busick, K., <span style="background-color: white;"><span style="background-attachment: scroll; background-clip: border-box; background-image: none; background-origin: padding-box; background-position: 0% 0%; background-repeat: repeat; background-size: auto auto;">Herbst, S. </span></span>& Sherman, A. (In press). System leaders using assessment for learning as both the change and the change process: Developing theory from practice. <i>The Curriculum Journal</i>. <a href="http://www.tandfonline.com/toc/rcjo20/current#.VEgWFeffozg">http://www.tandfonline.com/toc/rcjo20/current#.VEgWFeffozg</a></span></span></div><div class="MsoNormal" style="margin-left: 1cm; text-indent: -1cm;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"> <style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Aldus-Roman; panose-1:0 0 0 0 0 0 0 0 0 0; mso-font-alt:Cambria; mso-font-charset:77; mso-generic-font-family:auto; mso-font-format:other; mso-font-pitch:auto; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-fareast-font-family:"Times New Roman"; mso-hansi-font-family:Cambria; mso-bidi-font-family:"Times New Roman";} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> </span></span></div><div class="MsoNormal" style="margin-left: 1cm; text-indent: -1cm;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Lincoln, Y. <span style="background-color: white;"><span style="background-attachment: scroll; background-clip: border-box; background-image: none; background-origin: padding-box; background-position: 0% 0%; background-repeat: repeat; background-size: auto auto;">and Guba, E. (1984)</span></span>. <i>Naturalistic Inquiry. </i>Beverly Hills, CA: Sage Publications.</span></span></div><br /><span style="font-family: Arial,Helvetica,sans-serif;"></span><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span>Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-27859604053298049392014-08-30T19:51:00.000-07:002015-02-17T20:36:41.563-08:00Do you have different criteria for all the different projects students do? <style><!-- /* Font Definitions */ @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph {margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:612.0pt 817.0pt; margin:94.4pt 63.8pt 36.0pt 63.5pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:467094784; mso-list-type:hybrid; mso-list-template-ids:-1823565576 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;} @list l0:level1 {mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} --></style> <br /><div class="MsoNormal">As you plan evidence of learning for students given the learning outcomes, do you sometimes hesitate to ‘get creative.’ Last week a teacher in Alberta asked me, “What do you do about setting criteria with students when they are all using different ways of representing their learning? Some of them are building models, some are writing, some are making videos and so on. Do I have to have separate criteria for each one?”</div><div class="MsoNormal"><br /></div><div class="MsoNormal">It’s a good question. I know teachers sometimes hesitate to open up assignment or project formats because of the dilemma it poses when it comes to grading or marking the work. How can one be fair and equitable? I wouldn’t recommend having a different criteria for different formats for exactly those reasons. First of all, it would be time consuming and teachers need to use their time wisely. Secondly, teachers might be perceived to be acting unfairly. </div><div class="MsoNormal"><br /></div><div class="MsoNormal">What can be done? Here are two practical ways teachers manage co-constructing criteria in this kind of situation.</div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;">Focus on ‘Quality plus….’</b></div><div class="MsoNormal"><br /></div><div class="MsoNormal">A high school teacher had multiple blocks of English. Early in the semester he asked students, “What’s important about quality? And then, as they worked on different assignments he would remind them of their criteria for quality and they would add whatever was needed for the individual assignment. The criteria became, ‘<b style="mso-bidi-font-weight: normal;">Quality plus….</b> ‘Here are two pictures of the criteria students and teacher co-created for quality.</div><div class="MsoNormal"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAyCf27WwkIZKtnkXfsPt12ghEXDjzj-60K5P3eSfr_8Pmx1wHGL1UbZQwoGurvNm1hGPWvA3cnjN8D6U-sDuWsFqnas__LE1sEFoKSMtu_PO48z74-h3rZSp2BMN1bOFp9pZCXz9_qp5O/s1600/Screen+Shot+2014-08-30+at+7.32.28+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAyCf27WwkIZKtnkXfsPt12ghEXDjzj-60K5P3eSfr_8Pmx1wHGL1UbZQwoGurvNm1hGPWvA3cnjN8D6U-sDuWsFqnas__LE1sEFoKSMtu_PO48z74-h3rZSp2BMN1bOFp9pZCXz9_qp5O/s1600/Screen+Shot+2014-08-30+at+7.32.28+PM.png" height="238" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicJ0UkfU0JqzFAgTolMFV6A0D0vLjBRl9vSwXpfXTeh4y4w-YbumkM0MfMHQrFA5yHdCNNOfspFl5e8jtL-oGAMfJvYk8cQ83CpYPfAlyMOB36lf8YYF1yuyLZPdFA3pDXiRgdbl9f5_zd/s1600/Screen+Shot+2014-08-30+at+7.32.49+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicJ0UkfU0JqzFAgTolMFV6A0D0vLjBRl9vSwXpfXTeh4y4w-YbumkM0MfMHQrFA5yHdCNNOfspFl5e8jtL-oGAMfJvYk8cQ83CpYPfAlyMOB36lf8YYF1yuyLZPdFA3pDXiRgdbl9f5_zd/s1600/Screen+Shot+2014-08-30+at+7.32.49+PM.png" height="217" width="320" /></a></div><div class="MsoNormal"><br /></div><div class="MsoNormal">I love the second one. Notice the title has been crossed out and renamed as, "Use to Check it TWICE"</div><div class="MsoNormal"> </div><div class="MsoNormal"><b>Co-constructing Criteria for Representing </b></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1MBm_NLLYriyrJhCm8V0IXnsCVtWewUET4jk4L4XYORoeg7BhNPYhFoJyNJ_UfzQhpFgyftVFslrLtAfrdY-y2qscC-zA_dzW6VdOJxwjleEGuaFm6OPvJ7IBy1hJGnEIBlstRzI8Rul4/s1600/FrenchS&UC.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1MBm_NLLYriyrJhCm8V0IXnsCVtWewUET4jk4L4XYORoeg7BhNPYhFoJyNJ_UfzQhpFgyftVFslrLtAfrdY-y2qscC-zA_dzW6VdOJxwjleEGuaFm6OPvJ7IBy1hJGnEIBlstRzI8Rul4/s1600/FrenchS&UC.jpg" height="200" width="133" /></a>Another teacher wanted students to represent their learning for their research project in a variety of ways. They had previously co-constructed criteria about research methods. They had done projects together – all doing the same kind of project. But this time, towards the end of the year, the teacher wanted them to represent their learning in a variety of ways. This example is from <b><i style="mso-bidi-font-style: normal;">Setting and Using Criteria</i></b> by Gregory et al (2011, p. 30-32) available in <a href="http://connect2learning.com/setting-and-using-criteria-second-edition">English</a> or in <a href="http://connect2learning.com/classroom-assessment/%C3%A9tablir-et-utiliser-des-crit%C3%A8res/">French.</a></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfiEc1Ghx3kkvpITzlh7deA05rLowBkOAQ7jg1HP4WRxGZB9CjeDvkQ2I-TMsE4UuEw6ZdpMKBVmkzelFX8IcvJSAWtCEozZYLT-xKe5Zj3sNZjosMuU77cIMiNd7Ckkj3-6iWnIujIm0O/s1600/Setting+and+Using+Criteria+FC.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfiEc1Ghx3kkvpITzlh7deA05rLowBkOAQ7jg1HP4WRxGZB9CjeDvkQ2I-TMsE4UuEw6ZdpMKBVmkzelFX8IcvJSAWtCEozZYLT-xKe5Zj3sNZjosMuU77cIMiNd7Ckkj3-6iWnIujIm0O/s1600/Setting+and+Using+Criteria+FC.jpg" height="200" width="133" /></a>The teacher waited until the students had determined how they were going to show their learning. Then the teacher said to them, ‘Think about the project you are working on. What do you want me to notice?” In response, each student thought about their project and contributed what they wanted her to notice about it. As everyone shared ideas and they were collected as a list on chart paper. The students said things like: </div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;">Clear and easy to read</span></span></div><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;"> </span></span><div class="MsoNormal"><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;">Accuracy</span></span></div><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;"> </span></span><div class="MsoNormal"><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;">Personal understanding</span></span></div><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;"> </span></span><div class="MsoNormal"><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;">Creativity – original ideas</span></span></div><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;"> </span></span><div class="MsoNormal"><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;">Design</span></span></div><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;"> </span></span><div class="MsoNormal"><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;">Facts and information</span></span></div><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;"> </span></span><div class="MsoNormal"><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;">Realistic model</span></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal">The teacher also added two or three ideas such as:</div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;">Select key ideas</span></span></div><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;"> </span></span><div class="MsoNormal"><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;">Use a variety of sources</span></span></div><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;"> </span></span><div class="MsoNormal"><span style="font-size: large;"><span style="font-family: "Trebuchet MS",sans-serif;">Representation format selected is appropriate to the subject matter</span></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal">The teacher focused on what was needed to include in their project regardless of the form. When they were finished listing their ideas, the teacher helped the students sort the ideas into groups of similar ideas. Then, they looked at each group of ideas and determined the ‘big idea.’ The co-constructed criteria were:</div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"><b>What counts in a research project?</b></span></span></div><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"> </span></span><div class="MsoNormal"><br /></div><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"> </span></span><div class="MsoListParagraphCxSpFirst" style="text-indent: -18pt;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"><span><span>1.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span>Pose and answer a research question</span></span></div><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"> </span></span><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"><span><span>2.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span>Summarize information showing personal learning </span></span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -18pt;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"> and understanding</span></span></div><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"> </span></span><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"><span><span>3.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span>Communicate what you have learned through a </span></span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"> choice of representation</span></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal">Each criteria had the collection of student ideas alongside it in a T chart so the students would remember the important elements or details. </div><div class="MsoNormal"><br /></div><div class="MsoNormal">When the projects were handed in the same criteria were used to assess and evaluate each project. Students, prior to submitting their project were asked to do a detailed self-assessment explaining how they had met each criteria showing where the teacher would find evidence of them doing so. When the teacher reviewed the projects what the students had said was considered and then added the teacher added more specific feedback. </div><div class="MsoNormal"><br /></div><div class="MsoNormal">The criteria encouraged all students to explore different ways of showing what they were learning and reach towards quality no matter what representational form they chose. The criteria also made it possible for the teacher to support all learners to move towards quality no matter what representational form they chose. Equal is not always fair. The co-constructed criteria gave the teacher the means to be fair and equitable while honouring quality work no matter what form it took.</div><div class="MsoNormal"><br /></div><div class="MsoNormal">As you begin this new year thinking about how to support every learner to show you proof of learning consider ways to 'open up' the evidence collection so more students can represent their learning in ways that make sense for their kinds of minds.</div><div class="MsoNormal"><br /></div><div class="MsoNormal">All our best,</div><div class="MsoNormal"><br /></div><div class="MsoNormal">Anne, Sandra, and Brenda</div><div class="MsoNormal"><br /></div><div class="MsoNormal">PS You can find more ideas and resources on our website: <a href="http://connect2learning.com/">connect2learning.com </a></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div>Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-14523169909426476542014-08-25T08:19:00.000-07:002015-08-19T20:10:03.547-07:00Preparing for the New School Year - #5<!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings></xml><![endif]--><br />
<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:DoNotOptimizeForBrowser/> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument></xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true" DefSemiHidden="true" DefQFormat="false" DefPriority="99" LatentStyleCount="267"> <w:LsdException Locked="false" Priority="0" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Normal"/> <w:LsdException Locked="false" Priority="9" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="heading 1"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/> <w:LsdException Locked="false" Priority="39" Name="toc 1"/> <w:LsdException Locked="false" Priority="39" Name="toc 2"/> <w:LsdException Locked="false" Priority="39" Name="toc 3"/> <w:LsdException Locked="false" Priority="39" Name="toc 4"/> <w:LsdException Locked="false" Priority="39" Name="toc 5"/> <w:LsdException Locked="false" Priority="39" Name="toc 6"/> <w:LsdException Locked="false" Priority="39" Name="toc 7"/> <w:LsdException Locked="false" Priority="39" Name="toc 8"/> <w:LsdException Locked="false" Priority="39" Name="toc 9"/> <w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/> <w:LsdException Locked="false" Priority="10" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Title"/> <w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/> <w:LsdException Locked="false" Priority="11" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/> <w:LsdException Locked="false" Priority="22" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Strong"/> <w:LsdException Locked="false" Priority="20" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/> <w:LsdException Locked="false" Priority="59" SemiHidden="false" UnhideWhenUsed="false" Name="Table Grid"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/> <w:LsdException Locked="false" Priority="1" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 1"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 1"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 1"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/> <w:LsdException Locked="false" Priority="34" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/> <w:LsdException Locked="false" Priority="29" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Quote"/> <w:LsdException Locked="false" Priority="30" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 1"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 1"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 2"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 2"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 2"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 2"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 2"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 3"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 3"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 3"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 3"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 3"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 4"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 4"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 4"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 4"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 4"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 5"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 5"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 5"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 5"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 5"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 6"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 6"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 6"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 6"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 6"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/> <w:LsdException Locked="false" Priority="19" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/> <w:LsdException Locked="false" Priority="21" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/> <w:LsdException Locked="false" Priority="31" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/> <w:LsdException Locked="false" Priority="32" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/> <w:LsdException Locked="false" Priority="33" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Book Title"/> <w:LsdException Locked="false" Priority="37" Name="Bibliography"/> <w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/> </w:LatentStyles></xml><![endif]--><!--[if gte mso 10]><style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Cambria","serif"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;} </style><![endif]--> <br />
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">Evaluation and Reporting</span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">Evaluation and reporting – assessment <i style="mso-bidi-font-style: normal;">of</i>learning – requires that teachers’ professional judgment is informed and clearly communicated. Developing our informed professional judgment is a key professional undertaking. And, taking a fresh look at our grading and reporting practices prior to beginning a new school year can set us AND our students up for success.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">Overview:</span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">As teachers learn more about summative assessment, it is important to engage in processes to deliberately <i style="mso-bidi-font-style: normal;">inform</i> professional judgment since professional judgment is a key aspect of summative assessment. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd;">
<span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">Teachers are working thoughtfully to make sense of grading and reporting structures in order to better reflect what students know, do, and say in light of changing learning priorities. They are rethinking assessment <i>of</i> learning to better communicate their informed professional judgment about what students have learned. There was a powerful research study done by the Assessment Reform Group called <i style="mso-bidi-font-style: normal;">The Role of<span style="font-style: normal;"> </span>Teachers in the Assessment of Learning </i>(2007). You can download a copy <a href="http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CDEQFjAB&url=http%3A%2F%2Fwww.nuffieldfoundation.org%2Fsites%2Fdefault%2Ffiles%2Ffiles%2FThe-role-of-teachers-in-the-assessment-of-learning.pdf&ei=3mXuU4r9L8f0igKU_4H4CA&usg=AFQjCNGE7QxEwu3co4hNQ-HnX7hH6KYUag&bvm=bv.73231344,d.cGE" rel="nofollow" target="_blank">here</a>. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">It found that teachers’ professional judgment is more reliable and valid when teachers engage in looking at student work, co-construct criteria about quality, score the work, and check for inter-rater reliability. This is the kind of work that can help teachers improve their professional judgment regarding the learning and achievement that has occurred.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">To deliberately inform professional judgment, educators: </span></div>
<ul style="margin-top: 0cm;" type="disc">
<li class="MsoNormal" style="mso-list: l1 level1 lfo2; tab-stops: list 36.0pt;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Agree to work with colleagues over time to come to agreement about quality.</span></li>
<li class="MsoNormal" style="mso-list: l1 level1 lfo2; tab-stops: list 36.0pt;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Collect student work samples related to key aspects of learning (could be product or application).</span></li>
<li class="MsoNormal" style="mso-list: l1 level1 lfo2; tab-stops: list 36.0pt;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Examine those samples in terms of expected quality levels.</span></li>
<li class="MsoNormal" style="mso-list: l1 level1 lfo2; tab-stops: list 36.0pt;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Work together to co-construct criteria for quality. This may be in the form of a development continuum or progression.</span></li>
<li class="MsoNormal" style="mso-list: l1 level1 lfo2; tab-stops: list 36.0pt;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Practice using the criteria to look at student work and giving specific, descriptive feedback. </span></li>
</ul>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">This process informs professional judgment. It is very powerful professional learning. </span><br />
<br />
<span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Professional judgment is a key part of the evaluation process.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">Four Actions for Teachers:</span></b></div>
<div class="MsoNormal">
<br /></div>
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">Read </span></b><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">more about the process of coming to understand quality and informing our professional judgment in Chapter 4 of <i style="mso-bidi-font-style: normal;"><a href="http://connect2learning.com/making-classroom-assessment-work-3rd-edition">Making Classroom Assessment Work</a>. </i>Or, read more about this important topic in Chapter 3 of<a href="http://connect2learning.com/classroom-assessment/a-fresh-look-at-grading-and-reporting-in-high-schools/"> </a><i style="mso-bidi-font-style: normal;"><a href="http://connect2learning.com/classroom-assessment/a-fresh-look-at-grading-and-reporting-in-high-schools/">A Fresh Look at Grading and Reporting in High Schools</a>.</i></span><br />
<br />
<span style="font-family: "Arial","sans-serif"; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">Read </span></b><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">Chapter 10 of </span><i><a href="http://connect2learning.com/making-classroom-assessment-work-3rd-edition" target="_blank"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">Making Classroom Assessment Work</span></a></i><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">. Notice the different ways teachers work within their current rules and regulations regarding reporting and yet still exert their professional judgment regarding student learning and achievement. Do the end-of-chapter tasks on page 104.</span><br />
<br />
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">View </span></b><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">a <a href="http://connect2learning.com/members/web-conference-grading-questions/" target="_blank">Secondary Q&A</a> with a group of high school teachers regarding giving percentage grades and letter grades. </span><br />
<br />
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;"><b>Revisit </b>an earlier blog about moving <a href="http://blog.annedavies.com/2014/05/from-reporting-to-informing-students.html">From Reporting to Informing</a>. There is a link to a great video that might be useful as you plan for the new year.</span><br />
<br />
<br />
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/proxy/AVvXsEiZI94tY5BK_ac4WcPvuYteGj0iQqwuAul-fNSR3iC2NX2POwGherT3s-6996csKJL_NW1COJjMUbiysY8PoLt1epLa4IqdwUFqqCvotCVlQOj3EvEecMAaUtrkBuMUHu0NVuK71y9C45bpaBZr1e9O8H5e7AIwbxU-b5icdg=" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="TSSUA" border="0" src="http://connect2learning.com/images/products/preview/40110.jpg" height="200" style="border: 0px none; margin-top: 0px; padding: 0px;" title="Transforming Schools and Systems using Assessment: A Practical Guide" width="140" /></a></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt; mso-bidi-theme-font: minor-bidi;">Three Actions for Leaders:</span></b></div>
<div class="MsoNormal">
<!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:DoNotOptimizeForBrowser/> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--"/> <m:smallFrac m:val="off"/> <m:dispDef/> <m:lMargin m:val="0"/> <m:rMargin m:val="0"/> <m:defJc m:val="centerGroup"/> <m:wrapIndent m:val="1440"/> <m:intLim m:val="subSup"/> <m:naryLim m:val="undOvr"/> </m:mathPr></w:WordDocument></xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true" DefSemiHidden="true" DefQFormat="false" DefPriority="99" LatentStyleCount="267"> <w:LsdException Locked="false" Priority="0" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Normal"/> <w:LsdException Locked="false" Priority="9" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="heading 1"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 6"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 7"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 8"/> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 9"/> <w:LsdException Locked="false" Priority="39" Name="toc 1"/> <w:LsdException Locked="false" Priority="39" Name="toc 2"/> <w:LsdException Locked="false" Priority="39" Name="toc 3"/> <w:LsdException Locked="false" Priority="39" Name="toc 4"/> <w:LsdException Locked="false" Priority="39" Name="toc 5"/> <w:LsdException Locked="false" Priority="39" Name="toc 6"/> <w:LsdException Locked="false" Priority="39" Name="toc 7"/> <w:LsdException Locked="false" Priority="39" Name="toc 8"/> <w:LsdException Locked="false" Priority="39" Name="toc 9"/> <w:LsdException Locked="false" Priority="35" QFormat="true" Name="caption"/> <w:LsdException Locked="false" Priority="10" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Title"/> <w:LsdException Locked="false" Priority="1" Name="Default Paragraph Font"/> <w:LsdException Locked="false" Priority="11" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Subtitle"/> <w:LsdException Locked="false" Priority="22" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Strong"/> <w:LsdException Locked="false" Priority="20" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Emphasis"/> <w:LsdException Locked="false" Priority="59" SemiHidden="false" UnhideWhenUsed="false" Name="Table Grid"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Placeholder Text"/> <w:LsdException Locked="false" Priority="1" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="No Spacing"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 1"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 1"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 1"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 1"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 1"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 1"/> <w:LsdException Locked="false" UnhideWhenUsed="false" Name="Revision"/> <w:LsdException Locked="false" Priority="34" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="List Paragraph"/> <w:LsdException Locked="false" Priority="29" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Quote"/> <w:LsdException Locked="false" Priority="30" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Intense Quote"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 1"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 1"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 1"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 1"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 1"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 1"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 1"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 1"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 2"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 2"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 2"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 2"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 2"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 2"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 2"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 2"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 2"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 2"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 2"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 2"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 2"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 2"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 3"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 3"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 3"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 3"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 3"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 3"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 3"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 3"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 3"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 3"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 3"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 3"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 3"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 3"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 4"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 4"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 4"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 4"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 4"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 4"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 4"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 4"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 4"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 4"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 4"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 4"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 4"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 4"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 5"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 5"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 5"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 5"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 5"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 5"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 5"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 5"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 5"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 5"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 5"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 5"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 5"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 5"/> <w:LsdException Locked="false" Priority="60" SemiHidden="false" UnhideWhenUsed="false" Name="Light Shading Accent 6"/> <w:LsdException Locked="false" Priority="61" SemiHidden="false" UnhideWhenUsed="false" Name="Light List Accent 6"/> <w:LsdException Locked="false" Priority="62" SemiHidden="false" UnhideWhenUsed="false" Name="Light Grid Accent 6"/> <w:LsdException Locked="false" Priority="63" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 1 Accent 6"/> <w:LsdException Locked="false" Priority="64" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Shading 2 Accent 6"/> <w:LsdException Locked="false" Priority="65" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 1 Accent 6"/> <w:LsdException Locked="false" Priority="66" SemiHidden="false" UnhideWhenUsed="false" Name="Medium List 2 Accent 6"/> <w:LsdException Locked="false" Priority="67" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 1 Accent 6"/> <w:LsdException Locked="false" Priority="68" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 2 Accent 6"/> <w:LsdException Locked="false" Priority="69" SemiHidden="false" UnhideWhenUsed="false" Name="Medium Grid 3 Accent 6"/> <w:LsdException Locked="false" Priority="70" SemiHidden="false" UnhideWhenUsed="false" Name="Dark List Accent 6"/> <w:LsdException Locked="false" Priority="71" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Shading Accent 6"/> <w:LsdException Locked="false" Priority="72" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful List Accent 6"/> <w:LsdException Locked="false" Priority="73" SemiHidden="false" UnhideWhenUsed="false" Name="Colorful Grid Accent 6"/> <w:LsdException Locked="false" Priority="19" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Subtle Emphasis"/> <w:LsdException Locked="false" Priority="21" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Intense Emphasis"/> <w:LsdException Locked="false" Priority="31" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Subtle Reference"/> <w:LsdException Locked="false" Priority="32" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Intense Reference"/> <w:LsdException Locked="false" Priority="33" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Book Title"/> <w:LsdException Locked="false" Priority="37" Name="Bibliography"/> <w:LsdException Locked="false" Priority="39" QFormat="true" Name="TOC Heading"/> </w:LatentStyles></xml><![endif]--><!--[if gte mso 10]><style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Cambria","serif"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;} </style><![endif]--> <br />
<div class="MsoListParagraphCxSpFirst" style="margin-left: 54.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<div style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;">
<br /></div>
<ol style="text-align: left;"></ol>
</div>
<div style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt;">
<ol>
<li><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><b>Read </b>Chapter 12 in <a href="http://connect2learning.com/transforming-schools-and-systems-using-assessment-a-practical">Transforming Schools and Systems Using Assessment</a>. It is titled Standards-based Grading and Reporting.</span></li>
<li><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><b>Read</b> our blog about Zeros, No Zeros and the <a href="http://blog.annedavies.com/2012/06/zeros-no-zeros-danger-of-dichotomies.html">Dangers of Dichotomies</a>.</span></li>
<li><span style="font-family: "Arial","sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><b>Join</b> an <a href="http://connect2learning.com/LearnOnline/online-learning-topics/online-learning-topic-4/" target="_blank">online learning opportunity </a>about this topic. We suggest this one focused on using samples in support of learning. </span></li>
</ol>
</div>
</div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"> As we close this series and approach the new school year, we wish the best for all those who work so hard on behalf of children and their future. In particular, our thoughts are with our colleagues in British Columbia.<br /><br />All our best,<br /><br />Anne and Sandra</span><br />
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"> </span><br />
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"> PS </span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"><span style="font-family: Arial; font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial;"><span style="font-family: Arial,Helvetica,sans-serif;">If you need any assistance, please c</span>all our office and speak with our helpful staff. They will connect you to the resources and support that will best suit your learning needs. </span></span></span> </span><br />
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"> </span></div>
<div style="margin-bottom: .1pt; margin-left: 0cm; margin-right: 0cm; margin-top: .1pt;">
<br /></div>
<div style="margin-bottom: .1pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: .1pt;">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<!-- Blogger automated replacement: "https://images-blogger-opensocial.googleusercontent.com/gadgets/proxy?url=http%3A%2F%2Fconnect2learning.com%2Fimages%2Fproducts%2Fpreview%2F40110.jpg&container=blogger&gadget=a&rewriteMime=image%2F*" with "https://blogger.googleusercontent.com/img/proxy/AVvXsEiZI94tY5BK_ac4WcPvuYteGj0iQqwuAul-fNSR3iC2NX2POwGherT3s-6996csKJL_NW1COJjMUbiysY8PoLt1epLa4IqdwUFqqCvotCVlQOj3EvEecMAaUtrkBuMUHu0NVuK71y9C45bpaBZr1e9O8H5e7AIwbxU-b5icdg=" -->Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-15428605398033018732014-08-18T19:44:00.000-07:002015-08-19T19:30:41.764-07:00Preparing for the New School Year #4<style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:"Courier New"; panose-1:2 7 3 9 2 2 5 2 4 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Wingdings; panose-1:5 2 1 2 1 8 4 8 7 8; mso-font-charset:2; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:0 0 65536 0 -2147483648 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} a:link, span.MsoHyperlink {color:blue; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; color:purple; text-decoration:underline; text-underline:single;} p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph {margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:35.4pt; mso-footer-margin:35.4pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:2019113328; mso-list-type:hybrid; mso-list-template-ids:-1831336340 67698689 67698691 67698693 67698689 67698691 67698693 67698689 67698691 67698693;} @list l0:level1 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:36.0pt; mso-level-number-position:left; text-indent:-18.0pt; font-family:Symbol;} @list l1 {mso-list-id:2025015086; mso-list-type:hybrid; mso-list-template-ids:457077236 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;} @list l1:level1 {mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} --></style> <br />
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="text-align: center;">
<span style="font-size: small;"><b><span style="font-family: Arial;">Planning for Students to Communicate Evidence of Learning to Others</span></b></span></div>
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: small;">After involving students in assessment it just makes sense to extend the process and have students collecting and communicating evidence of learning to others.</span></div>
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: small;">When students communicate with others about their learning, they come to understand what they have learned, what they need to learn, and what kind of support may be available to them. They receive feedback and recognition from themselves and from others that guide and support their learning. The process of preparing and presenting gives students an opportunity to construct their understanding and to help others make meaning of their learning. </span></div>
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: small;">Successful communication about learning includes:</span></div>
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<ul style="margin-top: 0cm;" type="disc"><span style="font-size: small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV5JbQJX0LxV9gt_LF5I2_K5x3808iNQnghSLkBTTOuUQ96WFL6pYElIbd8OHiDOGNMChS8oITUv_uV8gUawC3o7S1hyphenhyphenU3r05nESun_7a0X74DSeeios2hI70FEgjq7cmeFfZL2mo6031J/s1600/Screen+Shot+2014-08-12+at+1.23.02+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="126" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV5JbQJX0LxV9gt_LF5I2_K5x3808iNQnghSLkBTTOuUQ96WFL6pYElIbd8OHiDOGNMChS8oITUv_uV8gUawC3o7S1hyphenhyphenU3r05nESun_7a0X74DSeeios2hI70FEgjq7cmeFfZL2mo6031J/s1600/Screen+Shot+2014-08-12+at+1.23.02+PM.png" width="200" /></a></span>
<li class="MsoNormal"><span style="font-family: Arial; font-size: small;">Students collecting, selecting, and preparing evidence of learning in relation to criteria and standards </span></li>
<li class="MsoNormal"><span style="font-family: Arial; font-size: small;">Students showing and demonstrating their learning using actual artifacts of their learning and showing how they have met the criteria and the standards</span></li>
</ul>
<span style="font-size: small;"><br /></span><span style="font-size: small;"><br /></span><br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfuvBayPndkgyUyxtwt6rvezQCFOoFo2gOjTGMMnnd4CHMwBAsDEIZgEA1u0rZp9u6hqYh_gN19VehKGH4ZIi_MQ52z_pPvrS2ZkWA8RcqTQRh5k0PNP-7Vy5m2cS85RzHh2Np3ZLVqwak/s1600/Evidence+Example+Mathematics.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfuvBayPndkgyUyxtwt6rvezQCFOoFo2gOjTGMMnnd4CHMwBAsDEIZgEA1u0rZp9u6hqYh_gN19VehKGH4ZIi_MQ52z_pPvrS2ZkWA8RcqTQRh5k0PNP-7Vy5m2cS85RzHh2Np3ZLVqwak/s1600/Evidence+Example+Mathematics.jpg" width="150" /></a></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKjh5SmCzPoG-3WkqpOBnkog9RwWFQ_yHPdst0aHauNRp-CNRlkLaIZtPdbmtmI88yVc4RKkuORotgjITnYVXdtc_reSKCnOnfhT4-rTVkvbUugGP6_m7gCKuspzsYaYd9HU-gqF9ugxTr/s1600/Screen+Shot+2014-08-12+at+1.21.01+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="115" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKjh5SmCzPoG-3WkqpOBnkog9RwWFQ_yHPdst0aHauNRp-CNRlkLaIZtPdbmtmI88yVc4RKkuORotgjITnYVXdtc_reSKCnOnfhT4-rTVkvbUugGP6_m7gCKuspzsYaYd9HU-gqF9ugxTr/s1600/Screen+Shot+2014-08-12+at+1.21.01+PM.png" width="200" /></a><span style="font-family: Arial;">Active involvement by students means teachers' roles change from <b>doing</b>the communicating to guiding the process and organizing students, who then show or demonstrate their own learning. </span></span></div>
<span style="font-family: Arial; font-size: small;"></span><br />
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: small;">Once students have collected evidence of their learning, a next step is showing their evidence to others since the presence of others influences what and how we present.</span></div>
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: small;">Students show the evidence to teachers. This process of communicating evidence of their learning assists learners to step back and reflect – to assess what they are doing and reexamine their current practices. Some of the ways learners present evidence of learning include sharing student work samples, professional portfolios, or postings online. </span></div>
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal">
<a href="http://connect2learning.com/images/products/preview/30120.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Conferencing and Reporting – 2nd Edition" border="0" src="http://connect2learning.com/images/products/preview/30120.jpg" height="200" style="border: 0px none; margin-top: 0px; padding: 0px;" title="Conferencing and Reporting – 2nd Edition" width="133" /></a><span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">When parents and others watch demonstrations of learning or attend student-parent conferences, it can help inform them about progress as well as serve to increase their appreciation of their son or daughter as a learner, his or her level of skill development, the breadth of the classroom and school curriculum, and the efforts needed on everyone’s behalf to make learning possible.In <a href="http://connect2learning.com/conferencing-and-reporting-second-edition">Conferencing and Reporting</a> there are ten ways to involve students in communicating evidence of learning to others including parents and guardians as well as detailed information and reproducibles for student-parent-teacher conferences, IEP conferences and student-teacher conferences. This book will soon be available in French.</span><br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA1BUttmD75yOquoah5VJI9NVilko89gUpIDTAWLo6q45U8n1TPlbm_W6I9lTRJ6mvizgwWsthr0Xo-NCNCm07bLMkdZQBxwt-uOGpmGSO35FOGZH1Q3ekrtfKsw1GI4VBnlSLWJeXN3V9/s1600/Screen+Shot+2014-08-12+at+1.18.02+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="187" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA1BUttmD75yOquoah5VJI9NVilko89gUpIDTAWLo6q45U8n1TPlbm_W6I9lTRJ6mvizgwWsthr0Xo-NCNCm07bLMkdZQBxwt-uOGpmGSO35FOGZH1Q3ekrtfKsw1GI4VBnlSLWJeXN3V9/s1600/Screen+Shot+2014-08-12+at+1.18.02+PM.png" width="200" /></a></span></div>
</div>
<span style="font-size: small;"><br /></span>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: small;">No matter what the format, it is important that learners identify what has been learned and what the evidence shows, then ask for specific feedback that can help them frame their own next learning steps. </span></div>
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: small;"><b><span style="font-family: Arial;">Three Actions for Teachers:</span></b></span></div>
<ol>
<li><span style="font-family: Arial; font-size: small;">Read Chapter 8 of <a href="http://connect2learning.com/making-classroom-assessment-work-3rd-edition"><u>Making Classroom Assessment Work</u></a>. Pay attention to the process of communicating evidence of student learning during the term and do the end-of-chapter assignment.</span></li>
<li><span style="font-family: Arial; font-size: small;">Read Chapter 1 of <a href="http://connect2learning.com/conferencing-and-reporting-second-edition">Conferencing and Reporting </a>with your colleagues. Adapt the ideas to use with your learners. Consider downloading <a href="http://connect2learning.com/free-resources/">free reproducibles here</a>. </span></li>
<li><span style="font-family: Arial; font-size: small;">View this <a href="http://connect2learning.com/members/proof-learning-grade-five-math-class/" target="_blank">video selection of a fifth grade class making work sample selections</a> to show their parents during their at-home student-parent conference. </span><span style="font-family: Arial; font-size: small;"> </span></li>
</ol>
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: small;"><b><span style="font-family: Arial;">Two Actions for Leaders:</span></b></span></div>
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
<ol>
<li><span style="font-family: Arial; font-size: small;">Read Chapter 8 in <a href="http://connect2learning.com/leading-the-way-to-assessment-for-learning-a-practical-guide">Leading the Way to Assessment for Learning: A Practical Guide</a>. Pay particular attention to the section at the end titled, “Being a Leader.” There are ideas for supporting teachers and for ‘walking the talk’ yourself.</span></li>
<li><span style="font-family: Arial; font-size: small;">Sign up to share a Professional Learning video </span><span style="font-family: Arial; font-size: small;"><span style="font-family: Arial;">with the colleagues you support </span>on the topic of <a href="http://connect2learning.com/LearnOnline/online-learning-topics/online-learning-topic-12/" target="_blank">involving students, parents and teachers in Student-Involved Conferences.</a></span></li>
</ol>
<style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Times; panose-1:2 0 5 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p {margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Times; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Times; mso-bidi-font-family:"Times New Roman";} p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph {margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> <br />
<div style="margin: 0.1pt 0cm; text-align: left;">
<span style="font-family: Arial; font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial;"><span style="font-family: Arial,Helvetica,sans-serif;">If you need any assistance, please c</span>all our office and speak with our helpful staff. They will connect you to the resources and support that will best suit your learning needs. </span></span></span><br />
<br />
<span style="font-family: Arial; font-size: small;">We hope you are enjoying these last days of August. The Leaders' Institute in Fredericton, NB, has been fabulous. We can’t wait to begin working with our colleagues in a variety of different locations over these last couple of weeks before school begins. </span></div>
<div style="text-align: left;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin: 0.1pt 0cm; text-align: left;">
<span style="font-family: Arial; font-size: small;">All our best,<br /><br />Anne and Sandra</span></div>
<div class="MsoNormal" style="margin: 0.1pt 0cm; text-align: left;">
<span style="font-size: small;"><br /></span></div>
<div class="MsoNormal" style="margin: 0.1pt 0cm; text-align: left;">
<span style="font-family: Arial; font-size: small;">PS <i>If you have questions or need help, just call 1.800.603.9888 or 250.703.2920.</i></span></div>
<div class="MsoNormal">
<span style="font-size: small;"><br /></span></div>
Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-2145702404033922652014-08-17T16:11:00.000-07:002015-08-19T20:06:49.281-07:00Preparing for the New School Year #3<style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:"Courier New"; panose-1:2 7 3 9 2 2 5 2 4 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Times; panose-1:2 0 5 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Wingdings; panose-1:5 2 1 2 1 8 4 8 7 8; mso-font-charset:2; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:0 0 65536 0 -2147483648 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:"Times New Roman \(Arabic\)"; panose-1:0 0 0 0 0 0 0 0 0 0; mso-font-charset:178; mso-generic-font-family:roman; mso-font-format:other; mso-font-pitch:variable; mso-font-signature:8193 0 0 0 64 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} a:link, span.MsoHyperlink {color:blue; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; color:purple; text-decoration:underline; text-underline:single;} p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph {margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.Pa0, li.Pa0, div.Pa0 {mso-style-name:Pa0; mso-style-next:Normal; margin:0cm; margin-bottom:.0001pt; line-height:12.0pt; mso-pagination:none; mso-layout-grid-align:none; text-autospace:none; font-size:12.0pt; font-family:"Times New Roman \(Arabic\)"; mso-ascii-font-family:Times; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Times;} span.A0 {mso-style-name:A0; mso-style-parent:""; mso-ansi-font-size:10.0pt; mso-bidi-font-size:10.0pt; font-family:Times; mso-bidi-font-family:Times; color:#211D1E;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:35.4pt; mso-footer-margin:35.4pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:198669267; mso-list-type:hybrid; mso-list-template-ids:457077236 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;} @list l0:level1 {mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt;} @list l1 {mso-list-id:813572524; mso-list-type:hybrid; mso-list-template-ids:272001684 67698689 67698691 67698693 67698689 67698691 67698693 67698689 67698691 67698693;} @list l1:level1 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt; font-family:Symbol;} @list l2 {mso-list-id:1998412941; mso-list-type:hybrid; mso-list-template-ids:453780218 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;} @list l2:level1 {mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} --></style> <br />
<div class="MsoNormal" style="text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><b>Planning to Involve Students in Assessment in the Service of Their Learning</b></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Involving students in the classroom assessment process is incredibly important in terms of engagement, building relationships, motivation, and ownership. It also supports learners as they move from co-regulation to self-regulation. It also teaches important executive functioning skills. All this while it provides opportunities for students to link to prior knowledge, analyze, synthesize, critical thinking, creativity and collaboration. </span></span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">The principles, routines, and strategies of assessment <i>for</i> learning provide practical ways to accomplish it in today’s busy classrooms. Students are involved in the assessment process as they:</span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<ol>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Co-construct criteria to deepen their understanding of quality and improvement over time. </span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Engage in self- and peer assessment in relation to criteria.</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Set ‘next steps’ goals.</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Collect evidence of their own learning.</span></span></li>
</ol>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Self-assessment is possible because, when students co-construct criteria with teachers' guidance, we give them the understandings of quality and the language they need to use as they self-assess. They begin to gain the experiences and the skills needed to self-monitor their way to success. <span class="A0"><span style="color: windowtext;">These are teachable strategies based on sound principles backed up by a breadth of research.</span></span></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Consider these three simple routines for involving students right from the beginning of the school year:</span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<ul>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Co-construct criteria around behaviours and key products.</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Have students use the language of the criteria to self-assess and peer assess.</span></span></li>
<li><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">Use the criteria as a goal setting strategy. </span></span></li>
</ul>
<div class="MsoNormal">
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBblghtCd64w2dS4rxsqGjotOlC5X8gin4m23jYhtBiyw0ybzJcStBWj93HJ9bX5vq7T8JEEgyVabOh-D72JXHYqfE451F0Is4rtjdrdYj-Eld9CJ5utoW9P279PXELs9i6RoaNREXNpwf/s1600/Blog3pic1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBblghtCd64w2dS4rxsqGjotOlC5X8gin4m23jYhtBiyw0ybzJcStBWj93HJ9bX5vq7T8JEEgyVabOh-D72JXHYqfE451F0Is4rtjdrdYj-Eld9CJ5utoW9P279PXELs9i6RoaNREXNpwf/s1600/Blog3pic1.jpg" width="425" /></a></span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">In this example older learners co-constructed criteria around working together. Then the criteria was used as a self-assessment and to set a 'next steps' goal. </span></span><br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-A0cd6dyAzemDkjGDsHRx9wyNCdaCWWarcdnzJT-kikY8qe30AUb3ZQCG3SpUhGPGTHu17u4jRWADsG4tZ3xd8wiYsTubd4BbUQGZ5IfChS9TlFooPHpOrNg1CLizhqZ8K5jYJ2lqU5cQ/s1600/Blog+3+pic2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-A0cd6dyAzemDkjGDsHRx9wyNCdaCWWarcdnzJT-kikY8qe30AUb3ZQCG3SpUhGPGTHu17u4jRWADsG4tZ3xd8wiYsTubd4BbUQGZ5IfChS9TlFooPHpOrNg1CLizhqZ8K5jYJ2lqU5cQ/s1600/Blog+3+pic2.jpg" width="371" /></a></span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">When working with very young learners, the teacher supported the students to co-construct criteria around reading new texts. Then the criteria was used as a self-assessment and a 'next steps' goal. </span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="Pa0" style="line-height: normal;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span>
<br />
<div style="text-align: left;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><span class="A0"><span style="color: windowtext;">You might also </span></span><span class="A0"><span style="color: windowtext;"><span style="color: windowtext;">want to a</span>sk students to use the language of the criteria in their journals and reflections. It can increase <span style="color: windowtext;">their metacognitive thinking<span style="color: windowtext;">.</span></span></span></span></span></span></div>
<div style="text-align: left;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><span class="A0"><span style="color: windowtext;"> </span></span></span></span></div>
<div style="text-align: left;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><span class="A0"><span style="color: windowtext;">Teachers need to deliberately teach students how to self-assess in relation to the criteria so they learn to use the language of the criteria – the lang<span style="color: windowtext;">uage of assessment and of learning – <span style="color: windowtext;">and </span></span>become more specific. This helps them give themselves and others <span style="color: windowtext;">specific, descripti<span style="color: windowtext;">ve feed<span style="color: windowtext;">back. This is an example of co-regu<span style="color: windowtext;">lation lead<span style="color: windowtext;">ing to self-regulation. And it can save teachers huge amounts of time later as it prepares stu<span style="color: windowtext;">dents to <span style="color: windowtext;">self-monitor their own learning and colle<span style="color: windowtext;">ct their own evidence o<span style="color: windowtext;">f learning.</span></span></span></span></span></span></span></span></span></span></span></span></span></div>
</div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><b>Three Ideas for Teachers' Next Steps:</b></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">1. Think about how you already involve students in assessment in the service of their own learning. What do you want to ‘tweak’ for the upcoming year? Make a plan.</span></span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">2. Watch this video about <a href="http://connect2learning.com/members/clapping-activity/" target="_blank">co-constructing criteria</a>. </span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">3. Read Chapter 6 and 7 in <a href="http://connect2learning.com/making-classroom-assessment-work-3rd-edition"><u>Making Classroom Assessment Work</u></a>. Pay attention to the ways students are involved in the assessment practice and consider how much they experience and learn in relation to curriculum goals and core competencies. Complete the tasks at the end of Chapter 6 and Chapter 7. </span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><b>Three Next Steps for Leaders:</b></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">1. View this video so you can learn more about the <a href="http://connect2learning.com/members/co-constructing-criteria/" target="_blank">process of co-constructing criteria</a> as well as respond when people question the value of involving students in the assessment process. </span></span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">2. Join an online learning opportunity about this topic so you can support your colleagues' learning. We suggest <a href="http://www.connect2learning.com/professional-learning-support-collection/" target="_blank">co-constructing criteria, meaningful goal setting, and improving the quality of the feedback students receive</a><a href="https://www.blogger.com/null">.</a></span></span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span>
<br />
<div class="MsoListParagraphCxSpMiddle">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoListParagraphCxSpLast" style="text-align: left;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">If you need any assistance, please call our office and speak with our helpful staff. They will connect you to the resources and support that will best suit your learning needs. <br /> </span></span><br />
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoListParagraphCxSpLast">
<div style="text-align: left;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">We will post the #4 in the next few days. We are looking forward to being in Edmonton, AB, very soon.</span></span></div>
<div style="text-align: left;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">All our best, Anne and Sandra</span></span></div>
<div style="text-align: left;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"> </span></span></div>
<div style="text-align: left;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"> </span></span></div>
<div class="MsoNormal" style="text-align: left;">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">PS <i>If you have questions or need help, just call 1.800.603.9888 or 250.703.2920.</i></span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"> </span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br /></span></span></div>
Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-20117170725502723222014-08-14T02:41:00.000-07:002015-08-19T20:01:11.677-07:00Preparing for the New School Year #2<style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} a:link, span.MsoHyperlink {color:blue; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; color:purple; text-decoration:underline; text-underline:single;} p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph {margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:1674457620; mso-list-type:hybrid; mso-list-template-ids:-1477042158 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;} @list l0:level1 {mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt;} @list l1 {mso-list-id:1898471382; mso-list-type:hybrid; mso-list-template-ids:-616370310 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;} @list l1:level1 {mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} --></style> <br />
<div class="MsoNormal" style="text-align: center;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><b><br /></b></span></span></div>
<div style="text-align: center;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><b> </b></span></span></div>
<div class="MsoNormal" style="text-align: center;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Planning for Reliable and Valid Evidence of Learning</b></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Planning the evidence of learning is critical to ensuring that teachers have what they need to guide instruction and make informed professional judgments about student learning and achievement.</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Big Ideas:</b></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">In classroom assessment, evidence of learning is carefully planned so that it is reliable and valid – that is, collected from multiple sources – a process called triangulation of evidence.</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4REg641Z7CAXmFGLJEI2EjwJpC8Bk5x9AfYviHG4Iz4qfE1W9r5L_z3bMxA3g_lhrg11eGK8Aq9Z69H2sfaCJ0WYVTaA1pilqKFRpRCq4ZVlkRZWYGhON1YHq2VK-FgVwitX1Lr4r3umA/s1600/Screen+Shot+2014-08-12+at+7.55.51+AM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4REg641Z7CAXmFGLJEI2EjwJpC8Bk5x9AfYviHG4Iz4qfE1W9r5L_z3bMxA3g_lhrg11eGK8Aq9Z69H2sfaCJ0WYVTaA1pilqKFRpRCq4ZVlkRZWYGhON1YHq2VK-FgVwitX1Lr4r3umA/s1600/Screen+Shot+2014-08-12+at+7.55.51+AM.png" width="320" /></a></span></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Law 30 Evidence</span></span></td></tr>
</tbody></table>
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">It goes without saying that evidence of learning is important. It used to be that we thought “important evidence” was limited to numerical data. Now we know that everything a learner says, does, or creates is potential evidence of learning. </span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">As you consider the learning destination – what students need to know, understand, do and articulate – ask yourself, “What could students do, create, or say that would provide evidence they know and understand, can do, and can articulate what is needed?”</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZkOZW1OO212ywbrSndUoK3O80-zenqjdCncMOipFcOI3ttcNAntwC8GfZ05GIweI8hhaTauE9CBwmAy3M7IOneUawrh-VQNSNgxNkM7JIrAlTREfmP_UOGwKSWFbABOUcHfOzJDbTlIcx/s1600/Screen+Shot+2014-08-12+at+7.56.08+AM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZkOZW1OO212ywbrSndUoK3O80-zenqjdCncMOipFcOI3ttcNAntwC8GfZ05GIweI8hhaTauE9CBwmAy3M7IOneUawrh-VQNSNgxNkM7JIrAlTREfmP_UOGwKSWFbABOUcHfOzJDbTlIcx/s1600/Screen+Shot+2014-08-12+at+7.56.08+AM.png" width="208" /></a></span></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Language Arts Evidence</span></span></td></tr>
</tbody></table>
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Make a list.</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Reflect upon it.</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Add to it.</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Think possibilities.</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Remember these are working lists. They are in 'draft' mode which signals our flexibility. Our students show what they know in a variety of ways – and today’s students have an ever-increasing list to show what they know given the gifts of technology. As teachers we need to be open to evidence of learning that is far different than what we might have expected even just a few years ago.</span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Teachers – Taking Action</b></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuacezOAZ6aGc6YOIICDLUROFFjgpjYaL-r7Rz_Cq-urrb3hOZ7g4SA4oaF8R82ho-ldk_YE23kRf0qpwuSjjrrxSDEXA1vOIzzmTrdqLhWFnvlcRiVaVhrzlE7r6tL-_eNcvTt1h0ygDg/s1600/Screen+Shot+2014-08-12+at+7.56.20+AM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="268" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuacezOAZ6aGc6YOIICDLUROFFjgpjYaL-r7Rz_Cq-urrb3hOZ7g4SA4oaF8R82ho-ldk_YE23kRf0qpwuSjjrrxSDEXA1vOIzzmTrdqLhWFnvlcRiVaVhrzlE7r6tL-_eNcvTt1h0ygDg/s1600/Screen+Shot+2014-08-12+at+7.56.20+AM.png" width="320" /></a></span></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Performs Musical Works Evidence</span></span></td></tr>
</tbody></table>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">1 <span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span>Make your list in relation to the learning destination you worked on in the <a href="http://anne-davies.blogspot.ca/2014/08/preparing-for-new-school-year-1.html" target="_blank">first 'Back to School' blog</a>. Here are photographs of teacher’s lists of evidence of learning in relation to a variety of subject area learning destinations. Review them to stimulate your own thinking and your own list of possible evidence from multiple sources over time.<br /><br /><br /><br /><br /><br /><br />2 <span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span><span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span>Read Chapter Five of <a href="http://connect2learning.com/making-classroom-assessment-work-3rd-edition"><u>Making Classroom Assessment Work</u></a> Pay attention to the process you can use to plan to collect evidence from multiple sources over time – the process of triangulation – in relation to the learning outcomes or standards so that the evidence of student learning they do collect is reliable and valid.<b> </b>Then do the task on<b> </b>page 54. Find a trusted colleague with whom to share your work. When we express our learning and ‘teach’ it to someone else, we learn more.</span></span><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span><br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Leaders – Taking Action</b></span></span></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPJ0myUaKXP-BOT0fs9YejJ5QvWmCUxyP6gyHOGhjalrDVb1Xy7BwIwK-MLZRv4FIrN3WPPTxAqLV4Nnse73v-ToLmSIvpRAdNZFjzbnXyHK8RjPK-Ve4fC1h7i8xhYlfOu_zTC4awArDW/s1600/Screen+Shot+2014-08-12+at+7.56.35+AM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPJ0myUaKXP-BOT0fs9YejJ5QvWmCUxyP6gyHOGhjalrDVb1Xy7BwIwK-MLZRv4FIrN3WPPTxAqLV4Nnse73v-ToLmSIvpRAdNZFjzbnXyHK8RjPK-Ve4fC1h7i8xhYlfOu_zTC4awArDW/s1600/Screen+Shot+2014-08-12+at+7.56.35+AM.png" width="250" /></a></span></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">High School Science</span></span></td></tr>
</tbody></table>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span>
<br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">1.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span>Consider using Chapter Five of <a href="http://connect2learning.com/making-classroom-assessment-work-3rd-edition"><u>Making Classroom Assessment Work</u></a> as a key learning resource in this area for classroom teachers. For leaders, use Chapter Five of <a href="http://connect2learning.com/leading-the-way-to-assessment-for-learning-a-practical-guide">Leading the Way to Assessment for Learning: A Practical Guide</a>. Pay attention to the process by which teachers plan to collect evidence from multiple sources over time – the process of triangulation – in relation to the learning outcomes or standards so that the evidence of student learning they do collect is reliable and valid.<br /><br />2.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span>Download <i><a href="http://connect2learning.com/media/pdf/getpdf.php?file=School_Year_Plan.pdf" rel="nofollow">Preparing for a New School Year: Building an Assessment Plan</a>.</i> It is a nine-page resource that provides a detailed ‘walk-through’ of the key steps for building an assessment plan.</span></span><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwUy7ksBnh3wUcbGfi4a-wjsGn7JNft5_uEsbiSIph60zUpiWkUNTfgmYbi_o0ZATAPF5QbCfqKuJ3vIh7FDtLavT_dLM9_lAE76Fgdb5XhRMHd-yOOzAyGZaxg5JGX-nKK4lBFquF3Jeq/s1600/Screen+Shot+2014-08-12+at+7.56.53+AM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwUy7ksBnh3wUcbGfi4a-wjsGn7JNft5_uEsbiSIph60zUpiWkUNTfgmYbi_o0ZATAPF5QbCfqKuJ3vIh7FDtLavT_dLM9_lAE76Fgdb5XhRMHd-yOOzAyGZaxg5JGX-nKK4lBFquF3Jeq/s1600/Screen+Shot+2014-08-12+at+7.56.53+AM.png" width="272" /></a></span></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Social Studies Evidence</span></span></td><td class="tr-caption" style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></td></tr>
</tbody></table>
<br />
<br />
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">3 <span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span>Join an online learning opportunity about this topic. We suggest <a href="http://connect2learning.com/LearnOnline/online-learning-topics/online-learning-topic-8/" target="_blank">Topic 8 – Planning Reliable and Valid Evidence</a><a href="http://connect2learning.com/LearnOnline/online-learning-topics/online-learning-topic-8/" target="_blank"> </a>or <a href="http://connect2learning.com/LearnOnline/online-learning-topics/online-learning-topic-9/" target="_blank">Topic 9 – Collecting Evidence of Learning</a>.</span></span><br />
<br />
<div style="text-align: left;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"> Call our office and speak with our helpful staff. They will connect you to the resources and support that will best suit your learning needs. </span></span></span></span></div>
<div style="text-align: left;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<div style="text-align: left;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Enjoy your learning!</span></span></div>
<div style="text-align: left;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">All our best,</span></span></div>
<div style="text-align: left;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<div style="text-align: left;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Anne and Sandra </span></span></div>
<br />
<br />
<div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;">
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhi0ZmMzVdF3o8dzuxOmStn3zy00Re2lf82zgj-NBszdbocO_88C54kUWg07tzdOj1Hc9e-JFXEJeAtAdcomkNFhvrWc4EWEgdMAn75xnZCFfsBr40l1eNxq62sZE05OmLez5zUPt3aGlhl/s1600/Screen+Shot+2014-08-12+at+7.57.05+AM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="260" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhi0ZmMzVdF3o8dzuxOmStn3zy00Re2lf82zgj-NBszdbocO_88C54kUWg07tzdOj1Hc9e-JFXEJeAtAdcomkNFhvrWc4EWEgdMAn75xnZCFfsBr40l1eNxq62sZE05OmLez5zUPt3aGlhl/s1600/Screen+Shot+2014-08-12+at+7.57.05+AM.png" width="320" /></a></span></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Mathematics Evidence</span></span></td><td class="tr-caption" style="text-align: center;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></td></tr>
</tbody></table>
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span> <style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-fareast-font-family:Cambria; mso-hansi-font-family:Cambria; mso-bidi-font-family:"Times New Roman";} a:link, span.MsoHyperlink {mso-style-parent:""; color:blue; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; color:purple; text-decoration:underline; text-underline:single;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> <br />
<div style="text-align: left;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span></div>
</div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-23804146198796394172014-08-10T08:26:00.000-07:002015-08-19T19:36:05.714-07:00Preparing for the New School Year #1<style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} a:link, span.MsoHyperlink {color:blue; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; color:purple; text-decoration:underline; text-underline:single;} p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph {margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:35.4pt; mso-footer-margin:35.4pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:1395467726; mso-list-type:hybrid; mso-list-template-ids:472273204 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;} @list l0:level1 {mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} --></style> <br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Beginning with the End in Mind</b></span></span><br />
<br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><i>No matter what our role, we are thinking about 'beginning with the end in mind' this time of year in North America. In this first of a series of five blogs are practical first steps for teachers and leaders as they prepare for the upcoming school year.</i></span></span><br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Teachers - Beginning with the End in Mind</b></span></span></div>
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDQISlbyDYu6_2grD9q0TisRx8W6baw9fQl0OBBlRYJNdkm9R69ysNdAEYECagbLzSWHXzRHg7U1nqU3AUpGBPQnqh9pui5Pb04u_10klb5bZPWxUGevedBgUWXTT6KLh-nj-7lin5bvYJ/s1600/IMG_0062+copy.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDQISlbyDYu6_2grD9q0TisRx8W6baw9fQl0OBBlRYJNdkm9R69ysNdAEYECagbLzSWHXzRHg7U1nqU3AUpGBPQnqh9pui5Pb04u_10klb5bZPWxUGevedBgUWXTT6KLh-nj-7lin5bvYJ/s1600/IMG_0062+copy.jpg" width="200" /></a><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">One of the first actions classroom teachers take as they prepare for the new school year is to build an assessment plan that will guide instruction over the coming months. Here are three key steps:</span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Step #1</b></span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQwUmblcy03mPW18twX8uIFHLMdHFt51cNu1OPLHZVKsapFwq746IxdoB92Cx_NKYeTHbauCTWacIgjr7DWTW8KDio7VPHLPtP_i5SD0I_KQLMj60VhXTUVU3QaKtC2moYY6A-4YydPF5f/s1600/IMG_0058+copy.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQwUmblcy03mPW18twX8uIFHLMdHFt51cNu1OPLHZVKsapFwq746IxdoB92Cx_NKYeTHbauCTWacIgjr7DWTW8KDio7VPHLPtP_i5SD0I_KQLMj60VhXTUVU3QaKtC2moYY6A-4YydPF5f/s1600/IMG_0058+copy.jpg" width="200" /></a><span style="font-family: Arial,Helvetica,sans-serif;">The first step of an assessment plan is preparing to begin with the end in mind. To prepare to do this, ‘deconstruct’ what students need to learn into groups of 'big ideas' that make sense to the teacher. Then, develop summary statements in student friendly language to guide teaching. Each of the statements in these examples represents a collection of individual outcomes or standards.</span></span></div>
<br />
<br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Step #2</b></span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgx9YbgIwWaiw_GAuicqr1uhQQBQ6gazRBYu2QnQLuXpRd_KhH1yizlgQOeJPUDspc-rtUnS0MnuyQmCWbaHLb6hN5bj6t_FABDWdDY-Fk46KKVjqHvrR5Ijz_fc-swjnO6VeLUUa4fVgI1/s1600/Writing-Learning+Destination.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTCnDt_JpqOr9OtXZ_lfyxzMA0cq_4Wx6ZOssFkdkoeioPew0YNcsXLOkHXhsDFLuIHHLcNeOr4WbXeav5cJNq25_hhuZEx4WSQi1zoc0TNPj4vy07vBEGV04grn1UHIoWIP1zr7szRK9t/s1600/Mathematics-learning+Destination.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTCnDt_JpqOr9OtXZ_lfyxzMA0cq_4Wx6ZOssFkdkoeioPew0YNcsXLOkHXhsDFLuIHHLcNeOr4WbXeav5cJNq25_hhuZEx4WSQi1zoc0TNPj4vy07vBEGV04grn1UHIoWIP1zr7szRK9t/s1600/Mathematics-learning+Destination.png" width="136" /></a><span style="font-family: Arial,Helvetica,sans-serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizeuDIUip3MZ39R5NxbISUDLaTLfOYQ925A2u1ZxWzQhplX-SQ6T6uH7gWKHBVAoCNb-3MAmiGtMiC0DbzqLNVKx2-wGuOFMDpHQZCOpcSdWU0DYCDSH7Dxu158_EfStpxklH97iw92Fto/s1600/ScienceLearningDestination+copy.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizeuDIUip3MZ39R5NxbISUDLaTLfOYQ925A2u1ZxWzQhplX-SQ6T6uH7gWKHBVAoCNb-3MAmiGtMiC0DbzqLNVKx2-wGuOFMDpHQZCOpcSdWU0DYCDSH7Dxu158_EfStpxklH97iw92Fto/s1600/ScienceLearningDestination+copy.jpg" width="150" /></a>Next, consider what lessons, learning tasks, and activities will support students to learn what they need to know and understand, do, and articulate. Collect a variety of ideas so that once you meet your students you can select the best ones given their needs, interests, and challenges.</span></span></div>
<div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Step #3</b></span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">Gather or create samples of student work to illustrate quality and development over time (these are sometimes called learning progressions). Samples of student work are important for three reasons:</span></span><br />
<br />
<ol>
<li><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">They inform the teacher about quality expectations and learning progression or development over time.</span></span></li>
<li><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">They can be used to help students understand quality and expectations.</span></span></li>
<li><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">And lastly, they inform professional judgment and can support teachers to inform parents about expectations and quality.</span></span></li>
</ol>
</div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -18pt;">
</div>
<div class="MsoListParagraphCxSpFirst" style="text-indent: -18pt;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgx9YbgIwWaiw_GAuicqr1uhQQBQ6gazRBYu2QnQLuXpRd_KhH1yizlgQOeJPUDspc-rtUnS0MnuyQmCWbaHLb6hN5bj6t_FABDWdDY-Fk46KKVjqHvrR5Ijz_fc-swjnO6VeLUUa4fVgI1/s1600/Writing-Learning+Destination.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgx9YbgIwWaiw_GAuicqr1uhQQBQ6gazRBYu2QnQLuXpRd_KhH1yizlgQOeJPUDspc-rtUnS0MnuyQmCWbaHLb6hN5bj6t_FABDWdDY-Fk46KKVjqHvrR5Ijz_fc-swjnO6VeLUUa4fVgI1/s1600/Writing-Learning+Destination.png" width="186" /></a></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
</div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
</div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -18pt;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> Research and practice supports these powerful yet simple ideas. You can find out more about this process by reading<b> </b>Chapter Three and Chapter Four of <b><span style="color: black;"><a href="http://connect2learning.com/making-classroom-assessment-work-3rd-edition"><u>Making Classroom Assessment Work</u></a></span> in English or <a href="http://connect2learning.com/l-evaluation-en-cours-d-apprentissage">in French</a>. </b>Secondary teachers might prefer to read Chapter One in <a href="http://connect2learning.com/classroom-assessment/a-fresh-look-at-grading-and-reporting-in-high-schools/"><b>A Fresh Look at Grading and Reporting for High School</b></a>. </span></span> </div>
<div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Leaders - Beginning with the End in Mind</b></span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">Leaders, you can support your teaching colleagues by using the three steps above as a professional learning focus. As you think about the upcoming months, here are three more actions you can implement in support of the learning of your colleagues:</span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal" style="margin-left: 2cm; text-indent: -2cm;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">Action #1: Download <a href="http://connect2learning.com/media/pdf/getpdf.php?file=School_Year_Plan.pdf" rel="nofollow"><i>Preparing for a New School Year: Building an Assessment Plan.</i></a> It is a nine-page resource that provides a detailed ‘walk-through’ of the key steps for building an assessment plan.</span></span> </div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal" style="margin-left: 2cm; text-indent: -2cm;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">Action #2: Arrange for access to this <a href="http://connect2learning.com/LearnOnline/online-learning-topics/online-learning-topic-4/" target="_blank">online learning focused on using samples in support of learning</a>. </span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal" style="margin-left: 2cm; text-indent: -2cm;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">We will post the #2 in the next few days. Isn't this a great time of year? We love new beginnings. We hope this is the best year ever.</span></span><br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">All our best,</span></span><br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">Anne and Sandra</span></span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;">PS <i>If you have questions or need help, just call 1.800.603.9888 or 250.703.2920.</i></span></span><br />
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span><br />
<div class="MsoNormal">
<br /></div>
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"> </span></span>Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-26961523136765769882014-05-07T11:21:00.000-07:002015-02-17T20:36:41.779-08:00From Reporting to Informing: Students and the Language of Assessment<style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} a:link, span.MsoHyperlink {color:blue; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; color:purple; text-decoration:underline; text-underline:single;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:35.4pt; mso-footer-margin:35.4pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> <br /><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;"><br /></span></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;"><span style="mso-spacerun: yes;"></span></span><span style="font-family: Arial;">Reporting is a hot topic in Canada today. It is important for parents to be informed about their child’s learning and achievement in school. Many jurisdictions are revisiting their evaluation, grading, and reporting practices. In the past, the options were limited to report cards using a symbol system – codes such as A, B, 84%, 3 – that are sent home periodically. Parents and teachers meet to interpret the information and provide additional information face-to-face. </span> </div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">Things are changing. Today a printed report card and an online grading program have ceased to be the only or even best option for informing parents about student learning. Districts may still use online grading programs and other similar technology as part of their student management system but many are questioning their value in reporting to parents. It just doesn’t make sense to limit the information flow to numerical data.</span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">These days inexpensive, well-designed technology is making the flow of continuous, high quality information possible – e-Pearl from Concordia University is just one example. Students upload evidence of their learning such as work samples, audio and video recordings, self-assessments and so on. Peers, teachers, parents and others can view the evidence of learning and give feedback. In teachers' hands, these tools change the conversation because the evidence of learning no longer needs to be ‘encoded’ and available only 3 or 4 times a year. And, when students are deeply involved in the classroom assessment process, they have the language of assessment and are able to explain what they have learned and how they know they have learned it.</span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">When one considers how curriculum across Canada has expanded in breadth and depth, it makes sense that reporting is moving beyond marks, numbers, and grades. Learning outcomes are complex. For example, most policy documents in Canada talk about evidence of student learning being triangulated – from multiple sources over time. Since evidence of learning is potentially anything a child does, says, or creates, it makes sense that students and teachers would find ways to use this evidence to demonstrate learning and achievement to parents as part of the reporting process. This way of thinking about evidence of learning helps ensure that teachers' professional judgments are both valid and reliable. </span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4hMc00Zto9xENGJ8oSUZaSmMHm2jtGdCrXCl4MNAlC6l62by_bVVJS39knZfktFfcz2h7odo44h1xKvz9boL9kogxPG3KnP7nFm-Qay2AnbEyUzlD2tvhdoEbCbDNbNSISH9xzXKmWBXs/s1600/Screen+Shot+2014-05-07+at+10.46.03+AM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4hMc00Zto9xENGJ8oSUZaSmMHm2jtGdCrXCl4MNAlC6l62by_bVVJS39knZfktFfcz2h7odo44h1xKvz9boL9kogxPG3KnP7nFm-Qay2AnbEyUzlD2tvhdoEbCbDNbNSISH9xzXKmWBXs/s1600/Screen+Shot+2014-05-07+at+10.46.03+AM.png" height="228" width="320" /></a><span style="font-family: Arial;">On April 12, 2014, during <a href="http://assessment4learning.com/canadian-conference"><b>Assessment for Learning: Canada in Conversation with the World</b></a>, University of New Brunswick, Fredericton, NB, <a href="http://www.evaluate.co.nz/">Michael Absolum</a> from New Zealand shared the following slide and talked about moving from Reporting to Informing. He talked about one of the projects in New Zealand where they have been working to support schools to accelerate learning through using assessment in the service of learning and shared <a href="http://www.evaluate.co.nz/parents-help-learn/">this video link</a>. Notice the student’s role in helping his parents know where he is in his learning and how they can help him learn. At one point the student talks about his responsibility to inform parents using evidence, “…anything to kind of prove, yes I can do this. This is an example of how I’ve done it.” Michael Absolum summarized by noting that they saw a significant shift occurring when students were able to articulate the important ideas – when they could inform others about their learning. </span></div><span style="font-family: Arial;"> </span> <br /><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">As I listened, along with almost a hundred other Canadian educators, to this New Zealand account, I thought about similar experiences here in Canada. For example, colleagues and I worked with a group of elementary schools on Vancouver Island. They were involving students in student-parent-teacher conferences in the early 1990s. The same comment turned up in that research – when students knew the language of assessment and could provide evidence of their own learning, everything changed (<a href="http://connect2learning.com/together-is-better">Davies et al, 1992</a>). It was a ‘game-changer’ because suddenly students had the language to articulate what they had learned, what they needed to learn, and their learning goals. They could be partners in the reporting process. Students were more specific and were able to show their learning more thoroughly than the report card alone. School leadership noted that parents responded in very powerful and positive way. One school reported that over a seven-year period parents' approval ratings on surveys were consistently over 97%. </span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">Another example is Lisa McCluskey (2002), an early childhood educator working in Edmonton who deliberately supported students to ‘learn the language of assessment.’ In one video clip Sarah, a five-year-old student, describes what writers at different points in their writing development do. Sarah says, as she points to one of the writing samples, “This is where I am. I sound it out. I try to keep them nicely written. I try to make the right words. I try to keep the letters with a space before they start. And I’m going over here (pointing to the next writing sample in the continuum).” This is a powerful example of students learning the language of assessment. This is what enables students to become partners in the assessment process. </span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6wyd7sREeqECZo-ZU-6_eN4phS4yFODrT142vuAO1pn_N_Blt-Np0L-YQ8aYVEI-zyx4scvkNUN5NyKlmaVJi7NdEskpB0k1hfyM8o6q6-f5jBrhYZVx3JIZ7KESVbLfupp5m7OxC4e5F/s1600/Screen+Shot+2014-05-06+at+2.44.47+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6wyd7sREeqECZo-ZU-6_eN4phS4yFODrT142vuAO1pn_N_Blt-Np0L-YQ8aYVEI-zyx4scvkNUN5NyKlmaVJi7NdEskpB0k1hfyM8o6q6-f5jBrhYZVx3JIZ7KESVbLfupp5m7OxC4e5F/s1600/Screen+Shot+2014-05-06+at+2.44.47+PM.png" height="218" width="320" /></a></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">And, this work isn’t only being done in elementary schools. Lisa Hogan, a secondary Science teacher, describes how students self-assess. One of her Grade 8 students says, “We’re supposed to tell her what quality work it is – whether we think it is high quality work or low quality work. She needs to see why we think that. So those arrows, we move them to where we think the quality work is and type in the arrow what the quality work is. Here I have complete sentences. Over here I use correct punctuation and spelling. Just so she knows we know what we’ve done is quality work.” </span></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;"><br /></span></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">As I reflect on students learning the language of assessment, I think about how important it is. Whether you consider self-regulation, co-regulation, meta-cognition, student-involved moderation of work samples, self-assessment, peer assessment, embedded formative assessment, motivation, engagement, instructional rubrics, or some other aspect of deep student involvement in the assessment process, it is clear. Language is the great connector. Students need to learn the language of assessment. And this means they need to be taught.</span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">One of the best ways to teach students the language of assessment – the language of learning – is to co-construct criteria with them and involve them in examining samples of work to better understand quality. When teachers deliberately and with intention make time to ask students to select samples of work and compare the work to the criteria asking, “How does your work meet the criteria? How does it not yet meet the criteria? What will you do differently next time?” (Gregory et al, 2011) students learn more and learn the language of assessment. And, students are able to use the language of assessment to inform others about their learning.</span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">Instead of simplifying the evidence of learning to mere quantitative measures, the evidence is expanded to show more of the learning. The qualitative evidence – the messy stuff – can be included because students are also involved. And that evidence of learning can be used to show </span><span style="font-family: Arial;"><span style="font-family: Arial;">‘</span>proof</span><span style="font-family: Arial;"><span style="font-family: Arial;">’</span> of what students know, where they are in their learning, what they’re learning next, and what help is needed to make a difference (Herbst & Davies, 2014).</span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">And technology, instead of limiting the information to numerical data, “improves the quality and richness of the information and helps the information flow” (Absolum, 2014). Reporting becomes transformed as students work with teachers to ‘report’ their learning to parents. </span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">All my best,</span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">Anne </span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">PS </span><span style="font-family: Arial;"><span style="font-family: Arial;">A word of caution though - the best way to change report cards is very carefully and very collaboratively. </span>If you are a leader considering making changes to the reporting process and report cards, I recommend you spend some time with the ideas in <a href="http://connect2learning.com/leaders-series"><i>Leading the Way to Assessment for Learning: A Practical Guide</i> and <i>Transforming Schools and Systems using Assessment: A Practical Guide.</i></a></span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;">References</span></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><span style="font-family: Arial;"> <style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style></span> <style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> <br /><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 1.0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd; text-indent: -1.0cm;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">AAC (2002). RE-focus (Lisa McCluskey's class video). <a href="http://www.aac.ab.ca/">Alberta Assessment Consortium</a>: Edmonton, Alberta.</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 1.0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd; text-indent: -1.0cm;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 1.0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd; text-indent: -1.0cm;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">Absolum, Michael (2014). The role of teachers in the assessment of learning: Professional judgment, the reporting process and the potential for change. Presentation at Assessment for Learning: Canada in Conversation with the World (April, 2014). Accessed at: <a href="http://assessment4learning.com/canadian-conference.">http://assessment4learning.com/canadian-conference<i>.</i></a></span> </span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 1.0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd; text-indent: -1.0cm;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"> </span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 1.0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd; text-indent: -1.0cm;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">Davies, A. Cameron, C. Gregory, G. and Politano, C. (1992).<a href="http://connect2learning.com/together-is-better"> Together is better: Collaborative assessment, evaluation and reporting</a>. Winnipeg, MB: Portage and Main Press.</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 1.0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd; text-indent: -1.0cm;"><br /></div><div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; tab-stops: 130.0pt 207.0pt 288.0pt 360.0pt; text-indent: -1.0cm;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 12.0pt;">Gregory, K., Cameron, C. and Davies, A. (1997/2011). <i style="mso-bidi-font-style: normal;"><a href="http://connect2learning.com/setting-and-using-criteria-second-edition">Knowing What Counts: Setting and Using Criteria, </a></i><span style="mso-bidi-font-style: normal;">2<sup>nd</sup> Ed</span>. Courtenay, BC: Connections Publishing. (</span><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">Outside of Canada - Bloomington, IN: Solution Tree Press).</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 1.0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd; text-indent: -1.0cm;"><br /></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .0001pt; mso-para-margin-bottom: 0cm; mso-para-margin-left: 1.0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd; text-indent: -1.0cm;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">Davies, A., Herbst, S. and B. Reynolds (2012). <a href="http://connect2learning.com/transforming-schools-and-systems-using-assessment-a-practical"><i style="mso-bidi-font-style: normal;">Transforming Schools and Systems Using Assessment for Learning: A Practical Guide for Leaders</i></a> <span style="mso-bidi-font-style: normal;">2<sup>nd</sup> Ed</span>. Courtenay, BC: Connections Publishing. (Outside of Canada - Bloomington, IN: Solution Tree Press).</span></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .0001pt; mso-para-margin-bottom: 0cm; mso-para-margin-left: 1.0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd; text-indent: -1.0cm;"><br /></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .0001pt; mso-para-margin-bottom: 0cm; mso-para-margin-left: 1.0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd; text-indent: -1.0cm;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">Davies, A., S. Herbst and B. Reynolds. (2012). <a href="http://connect2learning.com/leading-the-way-to-assessment-for-learning-a-practical-guide">Leading the Way to Making Classroom Assessment Work: A Practical Guide for Leaders.</a> <span style="mso-bidi-font-style: normal;">2<sup>nd</sup>Ed</span>. </span><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">Courtenay, BC: Connections Publishing. (Outside of Canada - Bloomington, IN: Solution Tree Press).</span></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 1.0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd; text-indent: -1.0cm;"><br /></div><div class="MsoNormal" style="margin-bottom: .1pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: 1.0cm; mso-para-margin-right: 0cm; mso-para-margin-top: .01gd; text-indent: -1.0cm;"><span style="font-family: Arial; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">Herbst, S. and Davies, A. (2014). <a href="http://connect2learning.com/classroom-assessment/a-fresh-look-at-grading-and-reporting-in-high-schools/"><u><span style="color: blue;">A fresh look at grading and reporting</span></u></a>. Courtenay, BC: Connections Publishing. (Outside of Canada - Bloomington, IN: Solution Tree Press).</span></div><span style="font-family: Arial;"> </span><br /><div class="MsoNormal" style="line-height: 150%;"><span style="font-family: Arial;"> <style><!-- /* Font Definitions */ @font-face {font-family:Times; panose-1:2 0 5 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; mso-bidi-font-size:10.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Times; mso-fareast-font-family:Times; mso-hansi-font-family:Times; mso-bidi-font-family:"Times New Roman";} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> </span></div><br /><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><br /></div><div class="MsoNormal" style="line-height: 150%;"><br /></div>Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-52315143426353398562014-04-07T16:08:00.000-07:002015-02-17T20:36:41.833-08:00Assessment for Learning: Canada in Conversation with the World<style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} a:link, span.MsoHyperlink {mso-style-noshow:yes; color:blue; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; color:purple; text-decoration:underline; text-underline:single;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:35.4pt; mso-footer-margin:35.4pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> <br /><div class="MsoNormal"><span style="font-family: Arial;">It has been a delight to read the more than 100 papers submitted by the international delegates who are convening in Fredericton, NB, from April 8 – 12, 2014. As I’ve been reading, I’ve also been posting my reflections, connections, and summaries. I’ve written about a variety of topics regarding <b style="mso-bidi-font-weight: normal;">assessment <i>for</i> learning</b>. Here are the topics of postings you might want to explore:</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/04/walk-talk-assessment-leadership-in.html">Assessment Leadership</a> </span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/04/reinventing-instructional-sequence.html">Reconsidering Instructional Sequence</a> </span></div><div class="MsoNormal"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjf4sgcje1MnyNAov9qfak6hiZ7bn6huME0EF5GQ_WRTKHAxTo0hFRJ-E5ji8iG3zDvYEl1u9IQUOSwIg2eRlqH8bpBaOBhFWc9VOs7B5heVGcVQGNG31IuhWU3mwA8l2HlXeakrTmd1Lcm/s1600/Screen+Shot+2014-04-07+at+4.09.26+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjf4sgcje1MnyNAov9qfak6hiZ7bn6huME0EF5GQ_WRTKHAxTo0hFRJ-E5ji8iG3zDvYEl1u9IQUOSwIg2eRlqH8bpBaOBhFWc9VOs7B5heVGcVQGNG31IuhWU3mwA8l2HlXeakrTmd1Lcm/s1600/Screen+Shot+2014-04-07+at+4.09.26+PM.png" height="222" width="320" /></a></div><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/03/co-constructing-criteria-research.html">Why co-constructing criteria is worth it!</a> </span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/03/but-thou-shall-not-use-formative.html">Summative Grades</a> </span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/03/quality-moderation-professional.html">Quality, Moderation, Professional Judgment and Self-regulation</a> </span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2013/12/discover-michal-absolum-and-clarity-in.html">Clarity in the Classroom</a></span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/04/exploring-professional-judgement-new.html">Overall professional judgement in New Zealand</a></span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/03/plausibility-accuracy-summative-grades.html">Making professional judgements</a> </span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/03/conceptualizing-new-assessment-culture.html"><span style="mso-bidi-font-family: Arial;">Reconceptualizing assessment</span></a></span><span style="color: black; font-family: Arial; mso-bidi-font-family: Arial;"> </span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/03/self-regulation-co-regulation-and.html">Self-regulation and co-regulation</a></span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/04/higher-education-and-assessment-for.html">AFL in Higher Education</a> </span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://sandraherbst.blogspot.ca/2013/05/72-1024x768-normal-0-false-false-false.html">Considering the role of feedback</a> </span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/04/feedback-for-learning-in-science.html">Feedback in Mathematics, Science, and more</a></span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/03/the-expert-learner-challenging-myth-of.html">The Myth of the Expert Learner</a> </span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/03/separate-chaff-from-wheat-assessment.html">Social Justice</a> </span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://blog.annedavies.com/2014/03/but-thou-shall-not-use-formative.html">Assessment for Purpose</a> </span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://sandraherbst.blogspot.ca/2014/02/from-vagueness-to-specificity-power-of.html">Power of language to increase understanding and learning</a> </span></div><div class="MsoNormal"><span style="font-family: Arial;"><a href="http://sandraherbst.blogspot.ca/2014/03/classroom-observations-who-is-really-in.html">Engagement and classroom observations</a></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: Arial;">And lastly, I think <a href="http://blog.annedavies.com/2014/03/teaching-learners-to-see.html">everyone needs to know the work of Royce Sadler</a>.</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: Arial;">I look forward to reporting out to you the deliberations of our symposia. Remember you can keep in touch via: </span></div><div class="MsoNormal"><span style="font-family: Arial;">Twitter <a href="https://twitter.com/Anne_DaviesPhD">@Anne_DaviesPhD </a></span></div><div class="MsoNormal"><span style="font-family: Arial;">Twitter <a href="https://twitter.com/Sandra_Herbst">@Sandra_Herbst </a></span></div><div class="MsoNormal"><span style="font-family: Arial;">Twitter <a href="https://twitter.com/search?src=typd&q=%23AforLConversation">#AforLConversation</a></span></div><div class="MsoNormal"><span style="font-family: Arial;"> <a href="https://tagboard.com/AforLConversation/160953">https://tagboard.com/AforLConversation/160953</a> </span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div>Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-38431027332087795952014-04-07T14:24:00.000-07:002015-02-17T20:36:41.846-08:00Walk the Talk – Assessment Leadership in Action<style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:35.4pt; mso-footer-margin:35.4pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> <br /><div class="MsoNormal"><span style="font-family: Arial;"><br /></span></div><div class="MsoNormal"><span style="font-family: Arial;">It is important for leaders to know what quality assessment practice looks like, as well as understand the ways in which to support teachers to do this work. “As you consider supporting teachers in refining and renewing their classroom assessment practices, don’t be deceived by how simple it appears to be to involve students in assessment<i>for</i> learning. The ideas themselves are simple, but implementing them in today’s busy classrooms will take some time. One of your roles [as a leader] is to assure teachers that the time spent in improving classroom assessment will be well worthwhile in terms of student learning and achievement</span><span style="font-family: Arial;"><span style="font-family: Arial;">”</span> (<a href="http://connect2learning.com/leading-the-way-to-assessment-for-learning-a-practical-guide">Davies, Herbst, Parrott Reynolds, 2012a</a>, p. x). Recent research has demonstrated the importance of working intentionally with school leaders to increase their own assessment literacy (James et al. 2008; Moss, <a href="http://assessment4learning.com/delegates">Brookhart </a>& Long (2013); <a href="http://assessment4learning.com/delegates">Smith</a> & Engelsen (2013); and <b><span style="font-family: Arial; font-weight: normal;"><a href="http://assessment4learning.com/delegates">Swaffield, S.</a> </span></b>(2013).</span></div><div class="MsoNormal"><span style="font-family: Arial;"> </span><span style="font-family: Arial;"> </span> </div><div class="MsoNormal"><span style="font-family: Arial;">And yet in our work with schools and systems, we are reminded time and time again that leaders need to model assessment in the service of learning. As leaders we need to be prepared to demonstrate assessment <i>for</i> learning in action; </span><span style="font-family: Arial;"><span style="font-family: Arial;">“...</span>[we] “walk the talk” along with the classroom practitioners. Remember that alignment build confidence, commitment, ownership, and “buy-in.” (<a href="http://connect2learning.com/transforming-schools-and-systems-using-assessment-a-practical">Davies, Herbst, Parrott Reynolds, 2012b</a>, p. 26)</span></div><div class="MsoNormal"><span style="font-family: Arial;"> </span><span style="font-family: Arial;"> </span> </div><div class="MsoNormal"><span style="font-family: Arial;">As we’ve engaged in this work with many school systems across Canada, North America, and internationally this has been a key lesson for leaders if they are going to be successful in this work. “It isn’t good enough to say one thing and do another. As leaders, we need to be the change we want to see – including being a learner, a collaborative team member, a critical thinker, an effective communicator and a good person. Acting with integrity – that is, being aligned in words and actions – is difficult but essential. We need to be mindful at all times, modeling focus and dedication in order to lead others.” (Davies, Herbst, Parrott Reynolds, 2012b, p. 3)</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: Arial;">It is also important to remember that when leaders put the responsibility for this work in the hands of those responsible for professional learning and ‘support from the side’ alone, the initiative will likely fail over time.<span style="mso-spacerun: yes;"> </span>That is, when the initiative hits the inevitable ‘implementation dip,’ (Fullan, 2001) the change initiative will be at significant risk. The implementation dip is only bridged if practice (on the part of everyone involved) actually changes. That can only happen when ongoing feedback is continually received from those in supervisory roles. (Davies, Herbst, Parrott Reynolds, 2012b, p. 79)</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: Arial;"><br /></span></div><div class="MsoNormal"><b><span style="font-family: Arial;">References:</span></b></div><div class="MsoNormal"><br /></div><style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Times; panose-1:2 0 5 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:35.4pt; mso-footer-margin:35.4pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> <br /><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: -36.0pt; margin-top: 0cm; tab-stops: 130.0pt 207.0pt 288.0pt 360.0pt 489.95pt; text-indent: -35.45pt;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">Davies, A., S. Herbst & B. Parrott Reynolds. (2012a). <i style="mso-bidi-font-style: normal;"><a href="http://connect2learning.com/leading-the-way-to-assessment-for-learning-a-practical-guide">Leading the Way to Assessment for Learning: A Practical Guide,</a> </i>2<sup>nd</sup> Ed. Bloomington, IN: Solution Tree Press. Available in Canada through Connections Publishing <a href="http://www.connect2learning.com/">www.connect2learning.com</a></span></div><div class="MsoNormal" style="margin-left: 35.45pt; text-indent: -35.45pt;"><br /></div><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 35.45pt; margin-right: -36.0pt; margin-top: 0cm; tab-stops: 130.0pt 207.0pt 288.0pt 360.0pt 489.95pt; text-indent: -35.45pt;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">Davies, A., S. Herbst & B. Parrott Reynolds.(2012b). <i style="mso-bidi-font-style: normal;"><a href="http://connect2learning.com/transforming-schools-and-systems-using-assessment-a-practical">Transforming Schools and Systems Using Assessment: A Practical Guide</a>, </i>2<sup>nd</sup> Ed. Bloomington, IN: Solution Tree Press. Available in Canada through Connections Publishing. <a href="http://www.connect2learning.com/">www.connect2learning.com</a></span></div><div class="MsoNormal" style="margin-left: 35.45pt; text-indent: -35.45pt;"><br /></div><div class="MsoNormal" style="margin-left: 35.45pt; text-indent: -35.45pt;"><span style="font-family: Arial;">James, M., McCormick, R., Black, P., Carmichael, P. Drummond, M. J., Fox, A., MacBeath, J., Marshall, B., Pedder, D., Procter, R., Swaffield, D., Swann, J. and Wiliam, D. (2008). <i>Improving Learning How to Learn – Classrooms, Schools and Networks</i>. London, UK: Routledge.</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="margin-left: 36.0pt; text-indent: -36.0pt;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Moss, C., Brookhart, S. & Long, B. (2013). Administrators’ roles in helping teachers use formative assessment information. <i style="mso-bidi-font-style: normal;">Applied Measurement in Education,</i> 26 (3): 205-218.</span></div><div class="MsoNormal" style="margin-left: 36.0pt; text-indent: -36.0pt;"><br /></div><div class="MsoNormal" style="margin-left: 36.0pt; text-indent: -36.0pt;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Smith, K. & Engelsen, K. (2013). Developing an assessment for learning (AfL) culture in school: the voice of the principals. <i style="mso-bidi-font-style: normal;">International Journal of Leadership in Education: Theory and Practice </i><span style="mso-bidi-font-style: normal;">16 (1): 106-125</span><i style="mso-bidi-font-style: normal;">.</i></span></div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="margin-left: 36.0pt; text-indent: -36.0pt;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Swaffield, S. (2013). Support and challenge for school leaders: Headteachers’ perceptions of school improvement partners. <i style="mso-bidi-font-style: normal;">Educational Management Administration & Leadership, </i><span style="mso-bidi-font-style: normal;">(October 1, 2013)</span><i style="mso-bidi-font-style: normal;">, </i>1-16. </span></div><div class="MsoNormal"><br /></div><span style="font-family: Arial;"> </span> <br /><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div>Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-51834518170334675562014-04-06T06:07:00.000-07:002015-02-17T20:36:41.908-08:00Reliability. Validity, and Evidence of Learning the Canadian Way – Classroom Assessment Basics<style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Minion; panose-1:0 0 0 0 0 0 0 0 0 0; mso-font-alt:Cambria; mso-font-charset:77; mso-generic-font-family:roman; mso-font-format:other; mso-font-pitch:auto; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} a:link, span.MsoHyperlink {mso-style-noshow:yes; color:blue; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; color:purple; text-decoration:underline; text-underline:single;} p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph {margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:35.4pt; mso-footer-margin:35.4pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:282033930; mso-list-type:hybrid; mso-list-template-ids:-499105310 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;} @list l0:level1 {mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} --></style> <br /><div class="MsoNormal"><span style="font-family: Arial;">In Canada, for the past thirty years, provincial documents have considered student evidence of learning collected in classrooms by teachers in a very different way than evidence of learning collected for external purposes such as school or system-based data collection. For example, in 1989, the Primary Program in British Columbia used the social science research perspective as the model for collection of evidence of student learning.</span><span style="font-family: Arial;"><span style="font-family: Arial;">That is, teachers and students together collect products, conversations (records of student thinking), and observations of process. </span> </span><span style="font-family: Arial;"><span style="font-family: Arial;">This way of looking at evidence of learning </span>has been embedded in my work (for example, Davies, 1992, Davies 2012), in provincial curriculum documents across Canada such as B.C.’s Primary Program (1989; 1990; 2000; 2010), Manitoba’s assessment policy (2010), Ontario’s Growing Success (2010) and Nova Scotia’s “Back iNSchool Again’ guide for teachers (2013). It is based on the work of Lincoln and Guba (1985).</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: Arial;">Given this powerful and long-term perspective on evidence of learning at the classroom level across Canada, it was interesting to read the pre-readings connected to this area of classroom assessment, particularly where they address reliability, validity, and evidence of student learning. </span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: Arial;">Reliability and Validity</span></b></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: Arial;">The research by ARG (2007), the findings of researchers in Scotland (2011) and Alberta (Burger et al., 2009) are worth examining as all researchers found that ‘teachers' professional judgment is more reliable and valid than external testing...’ Parkes (2013) (United States’ team’s collection of pre-readings) and Maxwell (2009) (an Australian perspective) take different perspectives from one another. And yet, neither appears to have considered this emerging body of research. </span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: Arial;">If one considers reliability from a social sciences perspective then one addresses issues related to reliability – repeatable, replicable – by looking at the evidence of student learning collected from multiple sources over time (Lincoln and Guba, 1985). Maxwell and Cumming (2011), delegates from Australia, come close when they state, “Concerning reliability, continuous assessment would lead to more stable judgments of student achievement (through collection of more extensive information over time and consultative judgements among teachers).</span><span style="font-family: Arial;"><span style="font-family: Arial;">” </span> (p. 206)</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b><span style="font-family: Arial;">Evidence of Learning</span></b></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: Arial;">From a social sciences perspective, evidence of learning is a qualitative task – and a messy one at that – because teachers are, potentially, collecting evidence of everything a student says, does, or creates. As teachers have deconstructed curriculum expectations/outcomes/standards, they have learned to be strategic about what they collect as evidence of student learning. Further, they also are strategic about what students collect as evidence of their own learning in relation to what needs to be learned. This process of triangulation of data (Lincoln and Guba, 1985) supports classroom teachers as they design next instructional steps and later, when they are called to make a summative judgement. Heritage (2013) discusses how teachers generate evidence of student learning, the range of sources of evidence, quality of evidence as well as evidence of learning in the context of learning progressions. This paper reviews the variety of purposes for collecting evidence of learning (informing student and teacher’s ‘next steps,’ being able to see learning along-the-way and over time, and to help teachers respond to student learning during the actual learning time itself.</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: Arial;">Heritage (2013) notes that Patrick Griffin (2007) argues that humans can only provide evidence of learning “through four observable actions: what they say, write, make, or do.” (page 9). This is the definition of triangulation – everything a student says, does, or creates (B.C. Primary Program draft, 1989; Davies, 2000; 2012). Heritage (2013) goes on to discuss a variety of researchers who try in different ways to do exactly the same thing – that is, account for the vast possibilities of evidence of student learning. </span><br /><br /><span style="font-family: Arial;">In the end I think everyone interested in classroom-based evidence of learning will find that it is more helpful to acknowledge that the ways students show evidence of their learning can not be contained in definitions but rather is simply ‘everything a student creates, says, or does’ is potentially evidence of learning.</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: Arial;">Theoretical papers discussing reliability, validity, and what counts as evidence of student learning in classrooms need to be revisited given: </span></div><div class="MsoNormal"><br /></div><div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Classroom assessment is not a ‘mini’ version of large-scale assessment.</span></b><span style="font-family: Arial;"> Reliability and validity begins to be attended to when teachers plan assessment and instruction with the learning expectations in mind and plan to collect evidence of learning in relation to those learning expectations while attending to triangulation of evidence of student learning (products, conversations, and observations of process).</span></div><div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Moderation isn’t only for large-scale assessment.</span></b><span style="font-family: Arial;"> When professionals are involved in both formal and informal processes of moderation with the purpose of coming to agreement about quality of student evidence, their professional judgement is more reliable and valid than external tests and measures (ARG, 2007; Burger, 2009; Hutchison, 2011).</span></div><div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><span style="font-family: Arial; mso-bidi-font-family: Arial; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">Evidence of learning is messy.</span></b><span style="font-family: Arial;"> The collection of student evidence of learning from multiple sources including products, conversations, and observations – triangulation (Davies, 2012) not only prepares teachers to design instruction minute-by-minute but it also provides the evidence of student learning needed to support summative judgements about student learning in relation to curriculum expectations/outcomes/standards for reporting purposes.</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="font-family: Arial;">As I reflect upon the definition of triangulation of evidence of student learning – collecting products, conversations over time, and observations of process – embedded in numerous curriculum and assessment documents across Canada, I think the way Parkes (2013) and Heritage (2013) consider reliability, validity, and evidence of student learning is not helpful in our Canadian context. </span><br /><br /><span style="font-family: Arial;">When one considers the sheer number of Canadian classrooms and jurisdictions where teachers are expected to exert their professional judgement for both formative and summative purposes, it is obvious that Parkes' (2013) and Heritage's (2013) research summaries reflect Canadian education’s past, not our present nor our future.</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial;">References:</span></b></div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 35.45pt; margin-right: -36.0pt; margin-top: 0cm; tab-stops: 130.0pt 207.0pt 288.0pt 360.0pt 489.95pt; text-indent: -35.45pt;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"> BC Ministry of Education.<i style="mso-bidi-font-style: normal;"> </i></span><span style="font-family: Arial;">(1989; 1990; 2000; 2010). </span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span><i>The Primary Program:</i></span><span style="font-family: Arial;"><i> A Framework for Teaching</i>. Victoria, BC; Queens Printers.</span><br /><span style="font-family: Arial;">Davies, A. (2011). <i style="mso-bidi-font-style: normal;">Making Classroom Assessment Work, </i>3<sup>nd</sup> Ed. Courtenay, BC: Connections Publishing and Bloomington, IN: Solution Tree Press.</span></div><div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 35.45pt; margin-right: 0cm; margin-top: 0cm; tab-stops: 130.0pt 207.0pt 288.0pt 360.0pt; text-indent: -35.45pt;"><span style="font-family: Arial;">Davies, A. (2000). <i style="mso-bidi-font-style: normal;">Making Classroom Assessment Work</i>. Courtenay, BC: Connections Publishing.</span></div><div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; text-indent: -36.0pt;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Heritage, M. (2013). Gathering evidence of student understanding. In J. H. McMillan (Ed.) <i style="mso-bidi-font-style: normal;">SAGE Handbook of Research on Classroom Assessment, </i><span style="mso-bidi-font-style: normal;">pp.</span><i style="mso-bidi-font-style: normal;"> </i>179-196. New York: SAGE.</span><br /><br /><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Lincoln, Y. S. & Guba, E. G. (1985). <i>Naturalistic Inquiry</i>. Beverly Hills, CA: Sage Publications. </span></div><div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; text-indent: -36.0pt;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Manitoba Ministry of Education. (2010).<i> Provincial Assessment Policy Kindergarten to Grade 12:</i></span><i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 19.0pt;"> </span></i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 17.0pt;"><i>Academic Responsibility, Honesty, and Promotion/Retention</i>. Winnipeg, MB: Manitoba Education.</span></div><div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; text-indent: -36.0pt;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Maxwell, G. (2009). Dealing with inconsistency and uncertainty in assessment. Paper delivered at the <i style="mso-bidi-font-style: normal;">35<sup>th</sup> Annual Conference of the International Association of Educational Assessment,</i> Brisbane (2009, September).</span></div><div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; text-indent: -36.0pt;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Maxwell, G. S. & Cumming, J. J. (2011). Managing without public examinations: Successful and sustained curriculum and assessment reform in Queensland. In L. Yates, C. Collins and K. O’Connor (Eds.) <i style="mso-bidi-font-style: normal;">Australia’s Curriculum Dilemmas: State Cultures and the Big Issues</i>. Chapter 11, 202-222.</span></div><div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; text-indent: -36.0pt;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Nova Scotia Department of Education. (2013). <i>Back iNSchool Again! </i>Halifax, NS: Department of Education. <a href="https://www.ednet.ns.ca/">https://www.ednet.ns.ca/</a></span></div><div class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; text-indent: -36.0pt;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Parkes, J. (2013). </span><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 10.0pt; mso-bidi-font-weight: bold;">Reliability in Classroom Assessment</span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">. In J. H. McMillan (Ed.), <i style="mso-bidi-font-style: normal;">SAGE Handbook of Research on Classroom Assessment, </i><span style="mso-bidi-font-style: normal;">Chapter 7</span><i style="mso-bidi-font-style: normal;">,</i>107-124. New York. SAGE.<i style="mso-bidi-font-style: normal;"> </i></span></div><div class="MsoNormal" style="margin-left: 36.0pt; text-indent: -36.0pt;"><br /></div><div class="MsoNormal"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Remember, if you want to keep track of some of the conversations connect via these links:</span></span><br /><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">https:<a href="https://tagboard.com/AforLConversation/160953">//tagboard.com/AforLConversation/160953</a></span></span><br /><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Twitter: <a href="https://twitter.com/search?src=typd&q=%23AforLConversation">#AforLConversation</a></span></span><br /><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Twitter: <a href="https://twitter.com/Anne_DaviesPhD">@Anne_DaviesPhD </a></span></span><br /><div class="MsoNormal"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div>Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-2257045881673174832014-04-05T11:40:00.000-07:002015-02-17T20:36:41.926-08:00Higher Education and Assessment for Learning - Research to Consider<style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:AdvPTimes; panose-1:0 0 0 0 0 0 0 0 0 0; mso-font-alt:Cambria; mso-font-charset:77; mso-generic-font-family:auto; mso-font-format:other; mso-font-pitch:auto; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:35.4pt; mso-footer-margin:35.4pt; mso-paper-source:0;} div.Section1 {page:Section1;} --></style> <br /><div class="MsoNormal"><span style="font-family: Arial,Helvetica,sans-serif; font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">I’ve been corresponding lately with <a href="http://www.griffith.edu.au/professional-page/emeritus-professor-royce-sadler"><b>Royce Sadler</b></a>. Part of our back-and-forth has been related to assessment in higher education/post-secondary contexts. I did <a href="http://blog.annedavies.com/2014/03/teaching-learners-to-see.html">a post </a>about one of his recent papers because it paralleled powerful students moderating quality - practices found in K-12 classrooms. He explained that while a huge amount of work has been undertaken related to formative assessment, there is very little focused on summative assessment and grading in colleges and universities. He also notes that this is a critical need.</span> </span><br /><br /><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">The <a href="http://www.assessment4learning.com/">International Symposium on Assessment for Learning in Fredericton, NB</a> has at least two delegates submitting papers from a higher education context. <a href="http://assessment4learning.com/delegates"><b>Vince Geiger</b></a> and his colleagues are working in the area of Mathematics in higher education. <a href="http://assessment4learning.com/delegates"><b>Harm Tillema</b></a> and his colleagues have an ongoing research interest in peer assessment. I have included a selection of readings from all three of these writers/researchers below.</span></span><br /><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">If you want to keep track of some of the conversations, connect via these links:</span></span><br /><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">https:<a href="https://tagboard.com/AforLConversation/160953">//tagboard.com/AforLConversation/160953</a></span></span><br /><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Twitter: <a href="https://twitter.com/search?src=typd&q=%23AforLConversation">#AforLConversation</a></span></span><br /><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Twitter: <a href="https://twitter.com/Anne_DaviesPhD">@Anne_DaviesPhD </a></span></span></div><div class="MsoNormal"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div><div class="MsoNormal"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="color: black;">Authored or co-authored by Vince Geiger – member of the Australian Team</span></b></span></span></div><div class="MsoNormal"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div><div class="MsoNormal" style="margin-left: 36pt; text-indent: -36pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Geiger, V., Jacobs, R., Lamb, J. & Mulholland, J. (2009). An approach to student-lecturer collaboration in the design of assessment criteria and standards schemes. In J. Milton, C. Hall, J. Land, G. Allan and M. Nomikoudis (Eds.) <i>ATN Assessment Conference 2009: Assessment in Different Dimensions </i>(Proceedings of a conference on teaching and learning in tertiary education, pp.<i> </i>137-145). RMIT University, Melbourne.</span></span><br /><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div><div class="MsoNormal" style="margin-left: 36pt; text-indent: -36pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Goos, M. & Geiger, V. (2012). Connecting social perspectives on mathematics teacher education in online environments. Z<i>DM: The International Journal on Mathematics Education</i> 44 (6): 705-715.</span></span></div><div class="MsoNormal" style="margin-left: 36pt; text-indent: -36pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div><div class="MsoNormal"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="color: black;">Authored or co-authored by Harm Tillema – member of the Continental Europe Team</span></b></span></span></div><div class="MsoNormal" style="margin-left: 36pt; text-indent: -36pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div><div class="MsoNormal" style="margin-left: 36pt; text-indent: -36pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Pat-El, R., Tillema, H., Segers, M. & Vedder, P. (2013). Validation of assessment for learning questionnaires for teachers and students. <i>British Journal of Educational Psychology </i>83 (1): 98-113. (First published online 6 December 2011 </span></span><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">DOI: 10.1111/j.2044-8279.2011.02057.x)<i>.</i></span></span><br /></div><div class="MsoNormal" style="margin-left: 36pt; text-indent: -36pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Tanilon, J., Vedder, P., Segers, M., & Tillema, H. (2011, April). Incremental validity of a performance-based test over and above conventional academic predictors. <i>Learning and Individual Differences,</i> 21(2): 223-226.</span></span><br /></div><div class="MsoNormal" style="margin-left: 36pt; text-indent: -36pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">van Gennip, N., Segers, M. & Tillema, H. (2009). Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features. <i>Educational Research Review</i>4(1): 41-54.</span></span></div><div class="MsoNormal" style="margin-left: 36pt; text-indent: -36pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div><div class="MsoNormal"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><b><span style="color: black;">Authored or co-authored by Royce Sadler – former member of the Australian Team</span></b></span></span></div><div class="MsoNormal" style="margin-left: 36pt; text-indent: -36pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div><div class="MsoNormal" style="margin-left: 35.45pt; text-indent: -35.45pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Sadler, D. R. (In press, due July 2014). Learning from assessment events: The role of goal knowledge. In C. Kreber, C. Anderson, N. Entwistle & J. McArthur (Eds.) <i>Advances and</i> <i>Innovations in University Assessment and Feedback</i>. Edinburgh: Edinburgh University Press.</span></span><br /></div><div class="MsoNormal" style="margin: 0cm 0cm 3pt 35.45pt; text-indent: -35.45pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;">Sadler</span><span style="color: black;">, D. R. (2014). </span><span style="color: black;">The futility of attempting to codify academic achievement standards. <i>Higher Education</i>, 67(3): 273-288.</span></span></span><br /></div><div class="MsoNormal" style="margin: 0cm 0cm 3pt 22.7pt; text-indent: -22.7pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="color: black;">Sadler, D. R. (2013). Opening up feedback: Teaching learners to see. In S. Merry, M. Price, D. Carless & M. Taras (Eds.) <i>Reconceptualising Feedback in Higher Education: Developing Dialogue with Students</i>. (pp. 54‑63). London: Routledge.</span></span></span><br /></div><div class="MsoNormal" style="margin: 0cm 0cm 3pt 35.45pt; text-indent: -35.45pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. <i>Assessment & Evaluation in Higher Education</i>, 35 (5): 535‑550.</span></span><br /></div><div class="MsoNormal" style="margin: 0cm 0cm 3pt 1cm; text-indent: -1cm;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Sadler, D. R. (2002). Ah! … So <i>that’s</i>‘quality’. In P. Schwartz & G. Webb (Eds) <i>Assessment: Case Studies, Experience and Practice from Higher Education</i> (Chap. 16, 130-136). London: Kogan Page.</span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 3pt 22.7pt; text-indent: -22.7pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div><div class="MsoNormal" style="margin-left: 36pt; text-indent: -36pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div><div class="MsoNormal" style="margin-left: 36pt; text-indent: -36pt;"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div><div class="MsoNormal"><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0tag:blogger.com,1999:blog-7005661766043342859.post-9233928087129144992014-04-05T09:40:00.000-07:002015-02-17T20:36:41.980-08:00Feedback for Learning in Science, Technology, Engineering, and Mathematics<style><!-- /* Font Definitions */ @font-face {font-family:Arial; panose-1:2 11 6 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Cambria; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Minion; panose-1:0 0 0 0 0 0 0 0 0 0; mso-font-alt:Cambria; mso-font-charset:77; mso-generic-font-family:roman; mso-font-format:other; mso-font-pitch:auto; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} a:link, span.MsoHyperlink {color:blue; text-decoration:underline; text-underline:single;} a:visited, span.MsoHyperlinkFollowed {mso-style-noshow:yes; color:purple; text-decoration:underline; text-underline:single;} p.MsoListParagraph, li.MsoListParagraph, div.MsoListParagraph {margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpFirst, li.MsoListParagraphCxSpFirst, div.MsoListParagraphCxSpFirst {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpMiddle, li.MsoListParagraphCxSpMiddle, div.MsoListParagraphCxSpMiddle {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.MsoListParagraphCxSpLast, li.MsoListParagraphCxSpLast, div.MsoListParagraphCxSpLast {mso-style-type:export-only; margin-top:0cm; margin-right:0cm; margin-bottom:0cm; margin-left:36.0pt; margin-bottom:.0001pt; mso-add-space:auto; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} p.Pa41, li.Pa41, div.Pa41 {mso-style-name:Pa41; mso-style-next:Normal; margin:0cm; margin-bottom:.0001pt; mso-line-height-alt:9.05pt; mso-pagination:none; mso-layout-grid-align:none; text-autospace:none; font-size:12.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Minion; mso-fareast-font-family:Cambria; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Minion; mso-bidi-font-family:"Times New Roman";} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:35.4pt; mso-footer-margin:35.4pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:442922939; mso-list-type:hybrid; mso-list-template-ids:217872578 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;} @list l0:level1 {mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt;} @list l1 {mso-list-id:2112046493; mso-list-type:hybrid; mso-list-template-ids:-1001330234 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;} @list l1:level1 {mso-level-tab-stop:none; mso-level-number-position:left; text-indent:-18.0pt;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} --></style> <br /><div class="MsoNormal"><a href="http://www.sagepub.com/upm-data/product/48023_McMillan_SAGE_Handbook_of_Research_on_Classroom_Assessment_72ppiRGB_150pixW.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" border="0" src="http://www.sagepub.com/upm-data/product/48023_McMillan_SAGE_Handbook_of_Research_on_Classroom_Assessment_72ppiRGB_150pixW.jpg" width="150" /></a><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 10.0pt;"><a href="http://assessment4learning.com/delegates">Maria Ruiz-Primo</a> </span><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 10.0pt;">and Min Li (2013) examined formative assessment from the perspective of research in the areas of science, technology, engineering, and mathematics (STEM) education. This chapter is based on a meta-analysis where the research papers were examined and found to be appropriate to be included – from 9000 to 238 papers. This focus allowed the researchers to examine the state of research into formative feedback in the classroom context.</span> </div><div class="MsoNormal"></div><div class="MsoNormal"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 10.0pt;">This statement, “We argue that feedback that is not used by students to move their learning forward is not formative feedback.” (p. 219) is a helpful one to teachers reflecting on their practice. This is a similar statement to one made by <a href="http://assessment4learning.com/delegates">Dylan Wiliam</a> and Paul Black (2009) although they were examining different work. Ruiz-Primo and Li (2013) give a detailed description of what formative feedback does look like in the classroom context elaborating on the following points:</span></div><div class="MsoNormal"><br /></div><div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 9.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 9.0pt;">Be seen as a process </span></i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 9.0pt;">strongly guided by the learning goal(s) that the teacher and students work toward.</span></div><div class="MsoNormal"><br /></div><div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 9.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 9.0pt;">Actively involve students in the feedback process </span></i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 9.0pt;">by engaging them in (1) defining the evidence of learning and/or success criteria (or goal or reference level) being targeted, (2) comparing the current or actual level of performance with the evidence or the criteria for success, and (3) using assessment information to improve their own learning to reduce the gap.</span></div><div class="MsoNormal"><br /></div><div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 9.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 9.0pt;">Be considered as an instructional scaffold </span></i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 9.0pt;">that goes beyond written or oral comments.</span></div><div class="MsoNormal"><br /></div><div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 9.0pt;">Is specifically intended to improve learning outcomes </span></i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 9.0pt;">(e.g., deepening conceptual understanding) and <i>processes </i>(e.g., reflecting on one’s learning and learning strategies or making new connections to what has been learned…)</span></div><div class="MsoNormal"><br /></div><div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 9.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 9.0pt;">Ensure its usefulness by making feedback accessible and practical. </span></i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 9.0pt;">Appropriate feedback helps students develop sufficient insights into their own learning and become self-critical, self-reflective, and self-directed…</span></div><div class="MsoNormal" style="text-indent: 2.0pt;"><br /></div><div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 9.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 9.0pt;">Consider different sources of information </span></i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 9.0pt;">about students’ learning and understanding from highly formal (e.g., taking tests or quizzes, filling in a handout, or completing an investigation report) to very informal (e.g., questions, comments, observations, and evaluative and interpretative listening) </span></div><div class="MsoNormal"><br /></div><div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 9.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 9.0pt;">Demonstrate, over time, alignment with a learning trajectory at least within a unit or module</span></i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 9.0pt;">. That is, students will take actions based on feedback aligned to the trajectory used to design and map the instructional and assessment activities…</span></div><div class="MsoNormal"><br /><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 10.0pt;">And, as they do so, they carefully cite the research that supports their statements. They explain that the definition highlights two characteristics: </span></div><div class="MsoNormal"><br /></div><div class="MsoListParagraph" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;"><i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 10.0pt;">Students are essential players in the feedback process. They need to be partners in clarifying learning goals or success criteria, comparing current performance with success criteria, and using the information to formulate an action plan and as feedback providers and developers of actions to be followed. </span></i></div><div class="MsoNormal"><i><br /></i></div><div class="MsoListParagraph" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;"><i><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 10.0pt;">Feedback that supports learning is far more than oral or written comments to students’ performance. It involves looking for evidence of students’ learning on ongoing interactions and continually engaging students in discussions about learning and quality. </span></i></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 10.0pt;">This chapter is well worth reading. I appreciated the thoughtful proposal of a framework for research in this area along with the frameworks implications from classroom practice. It is important that feedback be studied in the context of classroom learning and framing powerful research questions is an important part of that work.</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 10.0pt;">As I read this chapter, I especially appreciated the emphasis on the role of the student – the learner. For example, “If [formative assessment] is exclusively in the hands of the teachers, it can be argued that students cannot be entrusted with managing their own learning, and self-regulation skills thus are less likely to be developed (<a href="http://assessment4learning.com/delegates">Andrade</a>, 2010) (p. 224).</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 10.0pt;">This chapter is a ‘must read’ if you are working with educators and promoting high quality feedback to support student learning. You might also enjoy <a href="http://assessment4learning.com/delegates">Dylan Wiliam</a>’s (2007) chapter focused on feedback from an instructional perspective in mathematics classrooms.</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 10.0pt;">Those of you attending <a href="http://assessment4learning.com/canadian-conference">Assessment for Learning: Canada in Conversation with the World</a> in Fredericton, NB, will enjoy listening to and learning from <a href="http://assessment4learning.com/delegates">Maria Araceli Ruiz-Primo.</a><span style="color: #221e1f;"> Keep track of the conversations at: </span></span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"><a href="https://tagboard.com/AforLConversation/160953"><span style="color: blue;">https://tagboard.com/AforLConversation/160953</span></a></span></div><div class="MsoNormal"><span style="color: #221e1f;"><span style="font-family: Arial;">Or, check in on Twitter <a href="https://twitter.com/Anne_DaviesPhD">@Anne_DaviesPhD</a> or <a href="https://twitter.com/search?q=%23AforLConversation&src=typd">#AforLConversation</a></span></span><br /><br /></div><div class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-size: 10.0pt;">References</span></b></div><div class="MsoNormal"><br /></div><div class="MsoNormal" style="margin-left: 1.0cm; text-indent: -1.0cm;"><span style="font-family: Arial; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-no-proof: yes;">Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. Andrade & G. Cizek (Eds.), <i><a href="http://books.google.ca/books?id=0Kq8PQAACAAJ&dq=Handbook+of+formative+assessment&cd=7&redir_esc=y">Handbook of Formative Assessment</a></i> (pp. 90-105). New York: Routledge.</span></div><div class="MsoNormal" style="margin-left: 1.0cm; text-indent: -1.0cm;"><br /></div><div class="MsoNormal" style="margin-left: 1.0cm; text-indent: -1.0cm;"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">Ruiz-Primo, M. & Li, </span><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";"><span style="font-family: Arial; mso-bidi-font-family: "Times New Roman";">M.</span> (2013). Examining formative feedback in the classroom context: New research perspectives. In J. H. McMillan (Ed.), <i style="mso-bidi-font-style: normal;"><a href="http://www.sagepub.com/books/Book235861/toc">SAGE Handbook of Research on Classroom Assessment</a></i> (pp. 215-232). New York. SAGE Publications.</span></div><div class="MsoNormal" style="margin-left: 1.0cm; text-indent: -1.0cm;"><br /></div><div class="MsoNormal" style="margin-left: 1.0cm; text-indent: -1.0cm;"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 9.0pt;">Black, P. & Wiliam, D. (2009). Developing the theory of formative assessment. <i>Educational Assessment, Evaluation and Accountability</i>, 21(1): 5 - 31.</span></div><div class="MsoNormal" style="margin-left: 1.0cm; text-indent: -1.0cm;"><br /></div><div class="Pa41" style="margin-left: 1.0cm; text-indent: -1.0cm;"><span style="color: #221e1f; font-family: Arial; mso-bidi-font-family: Minion; mso-bidi-font-size: 9.0pt;">Wiliam, D. (2007). Keeping learning on track: Classroom assessment and the regulation of learning. In F. K. Lester Jr. (Ed.), <i>Second Handbook of Mathematics Teaching and Learning </i>(pp. 1053–1098). Greenwich, CT: Information Age Publishing.</span></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div><div class="MsoNormal"><br /></div>Anne Davieshttp://www.blogger.com/profile/10863816000880905661noreply@blogger.com0