'Who owns the test data?' - 'the answer must be the students'
This is a comment from Hattie's Reading 'We Aren't Using Assessments Correctly', that really resonated with me.
Through the multiple spreadsheets, assessments and reports that I create and evaulate, this reminded me how crucial it is to remember the students own the data and we need to help them develop their assessment capabilities.
Having been a student for many years (more years than I haven't been a student (formally)... as I am always learning), the stem of my motivation was the ownership I felt towards my results as I tried to improve my results by comparing my own work samples and asking questions. This is when I achieved my best results.
The reading presented to me at the SDD reitterated the importance of enabling students with the skills to 'know what to do next in the light of their progress' and for teachers to 'evaluate the impact of teaching'.
This had me thinking - students can't necessarily know what to do to progress further if the assessment is not accessible to them. How can this be achieved? Differentiated Assessment.
The workshop on Differentated Assessment clearly identified how the use of language can make a question easier/ more challenging for a student. Using language effectively and by making the questions open ended, this can provide students more opportunity to display their understanding. If the question is directed at the students capabilities each time they are assessed, this would provide ample opportunity for them to direct their own learning as the level of the assessment is appropriate.
Next step, Assessment Design.
Think like an assessor, providing students with multiple approaches to assessments. I have been exposed to a wide library of assessement strategies, many of which I am looking forward to incorporating in my classroom.
The satisfaction on my students faces when they walked in and saw their learning goals last term, prompted me to think about 'how students can assess their achievement of their own goal?
An area of assessment that I would like to further incorporate into my classroom is Self-Assessment and Self-Evaluation. I have previously attempted this, however Kindergarten found it difficult to critically evaulate their understanding.
Providing students with opportunities to view their work individually or with a peer will allow them to visually view their work and make evaluations on this. Following this, oral discussion can be a powerful tool around this using questions such as 'How will I know when I have achieved my learning goal?' and assisting students to track their thoughts adn express their opinions with reflective language. Exposing students to this reflective practise and dialouge can lead to developing critical learners who are able to evaluate their own work. I think that revisiting students goals frequently will assist with this and encouraging them to be aware of their goal each day throughout their learning. Through this, students can own their data and begin to 'know what to do next in light of their progress'.
Today's SDD opened up many possibilities for assessment that I am eager to incorporate in my classroom. In particular, I self-evaulations and assisting students in knowing 'where to next?'. A question I will be frequently asking myself as I Design Assessment using Curriculum and evaluate the impact of my own teaching.