Assessment should be integrated into the life of the school: embedded in the curriculum, essential to the SIP, ingrained in the culture. Assessment is just what we do! Formative, summative, state assessments, we can use it all to improve teaching and positively impact student growth. We just have to create a culture that uses it!
You comment that, "Assessment is just what we do." I think with today's focus on TPEP, teacher accountability, and standards based assessment, teachers are pretty able to assess and reflect on results to guide instruction and improve student learning. I still question if we are able to make the leap to what Dr. Murphy hinted at, the possible disconnect between assessments, data, and ideals we set forth for our children. Are we literally using assessments to help children/youth achieve their dreams and those of their parents? There is a voice in the back of my head telling me teachers sometimes use assessments as a mere vehicle to acquire higher percentages of students able to pass standards based tests.
I agree Cassie --we must also create effective PD for all staff. And let's not forget that behind every student there's a powerful story that we need to learn. Based on that story we can design more effective assessments.
My big takeaway came from strengths I saw in my group's presentations - the ability of assessment and data to help see our students individually and serve their individual needs. My group did an excellent job articulating the role of PLCs in using assessment data and discussing how they would use resources to help support collaborative inquiry into assessment. Shout out to Derrick who made me interested and see the value in RTI - never saw it in that way before.
I am also very intrigued about RTI and how it looks at the elementary level. We are just beginning this discussion at the secondary level and I wonder how much of what the elementary levels can be brought to the secondary.
There is no "F" in assessment (Michelle B., no pun intended). Hindsight this was not on Michelle's assessment blocks, but was powerful that she said "flexibility" in the process. We should all have common goals and end targets, but how you get there should be left up to the professional. I was also thrilled to have Cory in our group as he really reflect on feedback to all in the group. Common messages included: data driven, student involvement, teacher understanding.
My take away is that our philosophy of assessment will have to be communicated in big ways and in small, throughout the year. Not only is it important to be able to communicate clearly (i.e. at a staff meeting) but we also have to communicate our philosophy in the questions we ask, in the feedback we give and in the example we set on a daily basis.
I agree with you Michele I think that the way we ask questions and give feedback is one of the best ways to communicate our philosophy and it will also challenge those who we come in contact to get to the heart of what assessment is and can do for their practice.
There is a balance when presenting to your staff about being articulate about your beliefs and attitudes about assessment, while making sure they feel included in the work that will be done together. This could be the starting point for your staff to understand who you are and what you want to accomplish WITH them.
I really enjoyed hearing everyone's ideas about assessment and I am taking away many things, but one in particular is how important it is to have a safe, and open, environment and culture when talking about data and assessment. It is when you have true transparency and the trust to have the real difficult conversations that we can truly begin to impact students and their learning. Three big nuggets that I collected from the presentations were:
- Assessment should inform and impact instruction - Safe environment and transparency of data is key - Collaboration and collective discussion on data, common targets and assessments and instruction is important to impact ALL students.
-Safe environment and transparency of data is key.
I agree with your three listed insights, but the second one connects with my school right now. For the most part, data itself is transparent. The analysis that is outwardly spoken is not always. Sharing data is still a very personalized part of our profession. Not all staff are able to have clear, open, honest, and transparent discussions about what numbers clearly tend to indicate. How to build this courage, trust, and openness into a staff will be a very valuable skill-set to a leader.
I really appreciated hearing my group members Philosophies of Assessment. I feel that many of us have similar beliefs. The one comment that really struck me was from Cassie when she stated that "the bottom line of assessment is that teachers need to be held accountable to growth in teaching just as kids are held accountable for their growth in learning." Did I get that right, Cassie?
Accountability was also on my list of "top three." When students and teachers are held accountable for something they tend to put more effort into the process, which was a common theme with both P of A tonight and our guest speaker Patrick said about making about the process not the product. Nick and I also chatted about how I would like accountability to be about intrinsic motivation to learn, and not just about compliancy.
Powerful night! Some things resonating for me include questions around: 1. What am I going to do in my building to create a culture of inquiry? 2. Consider other ways to “assess” students – projects, surveys, etc.
The commonalities within the presentations - that assessment is foundational, can be used for student growth, and can be a catalyst for teacher growth - make me feel inspired about this cohort's capacity for meaningful leadership. It is so easy to see assessment as "one more thing," but with everyone's positive beliefs about the role of assessment and a clear focus on the importance of it, I am optimistic about the transformational power we have in the growth of our students, teachers, and learning communities of which we are a part.
"It's the process not the plan." This statement was initially made by our guest speaker Dr. Murphy, but came up in our Philosophy of Assessment presentations and reflections. Whether we are talking about SIP creation or building assessments, the creative process itself draws out insight, understanding, direction, and commonality among all involved. An increased sense of clarity is provided to a school's vision when it is securely tied to data. These data that we analyze are used as signals, indicators, and clues about what strengths and challenges exist in our systems. The trained and committed eye can then discuss with a team what moves might best promote students growth before the next data points are collected.
Similarities in the assessment presentations --I believe every student has a powerful story. Having said that, I learned that assessments must be formative, frequent, modified, and rooted on student growth. There's no magic bullet. We all came to the conclusion that assessments are somehow a measure of student's learning however educators and leaders must implement multiple tools/ ways to assess student's knowledge. Assessments must be purposeful, clear, and must address student needs and growth. I am optimistic in our cohort teammates. There's so much talented, dedicated, awesome, and caring people. Thank you Glenn.
Been thinking a lot about the presentations on philosophies of assessment along with Dr. Murphy's presentation. The importance of measuring data to ensure all kids are learning can't be understated. My take away from Dr. Murphy is some kids will learn regardless of assessments, but accurate measures and effective use of it will find those kids in the cracks. From the philosophies of assessments in my group, I keep thinking about how assessment holds educators accountability for improvements of our own practice. Thanks for Cassie, Michelle, Juhi and David for sharing with me. -Ray
I loved listening to the presentations! Great takeaways from all of them! I enjoyed how Lopez framed his. He shared the importance of formative assessment and the impact on student learning. I enjoyed listening to Renae present as she has such a different style then I do and it really makes me think. I believe my big take away was when Glenn asked me - point blank - What are my top three priorities? After sharing my thoughts - collaborative culture of inquiry, building systems to analyze data, and formative assessment - a light blub went off. I feel that assessment is such a broad word with so many pieces that assessment is defined by your current reality. I believe those are the pieces that would be most valuable to our school at this time.
Assessment should be integrated into the life of the school: embedded in the curriculum, essential to the SIP, ingrained in the culture. Assessment is just what we do! Formative, summative, state assessments, we can use it all to improve teaching and positively impact student growth. We just have to create a culture that uses it!
ReplyDeleteYou comment that, "Assessment is just what we do." I think with today's focus on TPEP, teacher accountability, and standards based assessment, teachers are pretty able to assess and reflect on results to guide instruction and improve student learning. I still question if we are able to make the leap to what Dr. Murphy hinted at, the possible disconnect between assessments, data, and ideals we set forth for our children. Are we literally using assessments to help children/youth achieve their dreams and those of their parents? There is a voice in the back of my head telling me teachers sometimes use assessments as a mere vehicle to acquire higher percentages of students able to pass standards based tests.
DeleteI agree Cassie --we must also create effective PD for all staff. And let's not forget that behind every student there's a powerful story that we need to learn. Based on that story we can design more effective assessments.
DeleteMy big takeaway came from strengths I saw in my group's presentations - the ability of assessment and data to help see our students individually and serve their individual needs. My group did an excellent job articulating the role of PLCs in using assessment data and discussing how they would use resources to help support collaborative inquiry into assessment. Shout out to Derrick who made me interested and see the value in RTI - never saw it in that way before.
ReplyDeleteI am also very intrigued about RTI and how it looks at the elementary level. We are just beginning this discussion at the secondary level and I wonder how much of what the elementary levels can be brought to the secondary.
DeleteI would love to see what Derrick shares about RTI, I will look for it in the dropbox and talk with him if needed.
DeleteThere is no "F" in assessment (Michelle B., no pun intended). Hindsight this was not on Michelle's assessment blocks, but was powerful that she said "flexibility" in the process. We should all have common goals and end targets, but how you get there should be left up to the professional. I was also thrilled to have Cory in our group as he really reflect on feedback to all in the group. Common messages included: data driven, student involvement, teacher understanding.
ReplyDeleteMy take away is that our philosophy of assessment will have to be communicated in big ways and in small, throughout the year. Not only is it important to be able to communicate clearly (i.e. at a staff meeting) but we also have to communicate our philosophy in the questions we ask, in the feedback we give and in the example we set on a daily basis.
ReplyDeleteI agree with you Michele I think that the way we ask questions and give feedback is one of the best ways to communicate our philosophy and it will also challenge those who we come in contact to get to the heart of what assessment is and can do for their practice.
DeleteThere is a balance when presenting to your staff about being articulate about your beliefs and attitudes about assessment, while making sure they feel included in the work that will be done together. This could be the starting point for your staff to understand who you are and what you want to accomplish WITH them.
ReplyDeleteI really enjoyed hearing everyone's ideas about assessment and I am taking away many things, but one in particular is how important it is to have a safe, and open, environment and culture when talking about data and assessment. It is when you have true transparency and the trust to have the real difficult conversations that we can truly begin to impact students and their learning. Three big nuggets that I collected from the presentations were:
ReplyDelete- Assessment should inform and impact instruction
- Safe environment and transparency of data is key
- Collaboration and collective discussion on data, common targets and assessments and instruction is important to impact ALL students.
-Safe environment and transparency of data is key.
DeleteI agree with your three listed insights, but the second one connects with my school right now. For the most part, data itself is transparent. The analysis that is outwardly spoken is not always. Sharing data is still a very personalized part of our profession. Not all staff are able to have clear, open, honest, and transparent discussions about what numbers clearly tend to indicate. How to build this courage, trust, and openness into a staff will be a very valuable skill-set to a leader.
I really appreciated hearing my group members Philosophies of Assessment. I feel that many of us have similar beliefs. The one comment that really struck me was from Cassie when she stated that "the bottom line of assessment is that teachers need to be held accountable to growth in teaching just as kids are held accountable for their growth in learning." Did I get that right, Cassie?
ReplyDeleteAccountability was also on my list of "top three." When students and teachers are held accountable for something they tend to put more effort into the process, which was a common theme with both P of A tonight and our guest speaker Patrick said about making about the process not the product. Nick and I also chatted about how I would like accountability to be about intrinsic motivation to learn, and not just about compliancy.
DeletePowerful night! Some things resonating for me include questions around:
ReplyDelete1. What am I going to do in my building to create a culture of inquiry?
2. Consider other ways to “assess” students – projects, surveys, etc.
The commonalities within the presentations - that assessment is foundational, can be used for student growth, and can be a catalyst for teacher growth - make me feel inspired about this cohort's capacity for meaningful leadership. It is so easy to see assessment as "one more thing," but with everyone's positive beliefs about the role of assessment and a clear focus on the importance of it, I am optimistic about the transformational power we have in the growth of our students, teachers, and learning communities of which we are a part.
ReplyDelete"It's the process not the plan." This statement was initially made by our guest speaker Dr. Murphy, but came up in our Philosophy of Assessment presentations and reflections. Whether we are talking about SIP creation or building assessments, the creative process itself draws out insight, understanding, direction, and commonality among all involved. An increased sense of clarity is provided to a school's vision when it is securely tied to data. These data that we analyze are used as signals, indicators, and clues about what strengths and challenges exist in our systems. The trained and committed eye can then discuss with a team what moves might best promote students growth before the next data points are collected.
ReplyDeleteSimilarities in the assessment presentations --I believe every student has a powerful story. Having said that, I learned that assessments must be formative, frequent, modified, and rooted on student growth. There's no magic bullet. We all came to the conclusion that assessments are somehow a measure of student's learning however educators and leaders must implement multiple tools/ ways to assess student's knowledge. Assessments must be purposeful, clear, and must address student needs and growth. I am optimistic in our cohort teammates. There's so much talented, dedicated, awesome, and caring people. Thank you Glenn.
ReplyDeleteBeen thinking a lot about the presentations on philosophies of assessment along with Dr. Murphy's presentation. The importance of measuring data to ensure all kids are learning can't be understated. My take away from Dr. Murphy is some kids will learn regardless of assessments, but accurate measures and effective use of it will find those kids in the cracks. From the philosophies of assessments in my group, I keep thinking about how assessment holds educators accountability for improvements of our own practice. Thanks for Cassie, Michelle, Juhi and David for sharing with me. -Ray
ReplyDeleteI loved listening to the presentations! Great takeaways from all of them! I enjoyed how Lopez framed his. He shared the importance of formative assessment and the impact on student learning. I enjoyed listening to Renae present as she has such a different style then I do and it really makes me think. I believe my big take away was when Glenn asked me - point blank - What are my top three priorities? After sharing my thoughts - collaborative culture of inquiry, building systems to analyze data, and formative assessment - a light blub went off. I feel that assessment is such a broad word with so many pieces that assessment is defined by your current reality. I believe those are the pieces that would be most valuable to our school at this time.
ReplyDelete