On Friday, I was so pleased to be able to return to one of my favorite days of the year, High-Interest Day at Brookfield Elementary School. This is a day where I have been able to bring the concepts of physics to k-5 graders. You may be asking yourself, "Elementary students doing physics?" YES! Not just experimenting, but understanding the concepts behind the physics of electricity and sound. This is a very special day I have had the opportunity to be involved in since 2017. So, how are we able to bring the concepts of electricity and sound traditionally taught to high school 11th and 12th graders to the elementary level? There are a few keys 1) make it a hands-on experience 2) remove the mathematical calculations and make it practical. In the past, I had the luck of bringing a handful of my physics students with me to guide the elementary students through the concepts that they had learned over the course of the year. But in my new role as a Teaching and Learning Speciali
Assessment and feedback loops are fundamental components of learning. In their book Empower, A. J. Juliani and John Spencer emphasize the importance of moving the locus of control of these cycles from the teacher to the learner. They invite us to make the shift from,
“Taking an assessment to assessing your own learning.”
A major component of this shift is rethinking what assessment is. Assessment is not simply summative assessments such as tests. We need to look at assessment as happening every time students are introduced to new content or skills, practice, or demonstrate mastery. Assessment is happening every day in our classes. All of these are opportunities to measure progress towards mastery. Too often, though, students see these as tasks the complete for someone else to judge rather than opportunities to self-manage and self-assess. We need to be intentional about the process not simply the work students are being tasked with.
Spencer and Juliani outline 4 key questions learners should ask themselves as a part of any assessment to make it a meaningful part of their own learning cycle.
- What is my current level of mastery of this outcome?
- What are the gaps between my current level and mastery?
- What is my goal? What progress am I looking to make?
- What is my plan to reach that goal?
These questions help student not simply set a goal, but allow them to define and design their own future assessment plan.
The problem I run into is that students have not learned to be good at self-assessment. For most of their schooling, they have been mindlessly turning in work. When it is returned with a grade there is even less reflection. The level of reflection is reduced to statements like
- “I think I bombed it.”
- “I think I aced it.”
- “I did horribly.”
- “I should have studied more.”
- “That was easy.”
This is not the type of reflection that will help students drive their learning now or ever. The teacher owns this process. We need to shift from explicitly teaching our content without addressing self-assessment to being explicit about reflection and allowing learners to discover our content without a rigid framework.
In chapter 8 of Empower, Spencer and Juliani outline a great number of assessment strategies. They are framed at different levels: self-assessment, peer assessment, and teacher student conferences. This helps illustrate the point that we have to be intentional about assessment practices all the time.
Ultimately the goal of our classrooms is shifting to create great learners. So, we need to be intentional about the learning process.
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