Effectively using the data that we gain from our assessments is always important, and perhaps never more so than right now. There is a reason that accurate interpretation is a tenet in the Solution Tree Assessment Center model, and it is certainly worth taking the time to explore. There are a few definitions of the word “interpret”; some focus on more artistic endeavors, while many others focus on the idea of explaining something. As educators, we must interpret things each and every day—from whether we will be able to accomplish everything in our lesson plan to whether our students are really understanding what we want them to know. We should strive to draw informed inferences in our work, recognizing that doing this requires professional knowledge, skill, and ongoing effort. Read more
Educators across the country are sharing how this school year was far more difficult than the previous two years during the pandemic. There have been many pivots (I know, I know . . . that is like a four-letter word), many shifts, and many concerns raised as students return to school and socialize with peers they have not seen for a long time. This was a year like no other. As it comes to an end, educators have an opportunity to take a breath and reflect on what worked well and areas in which to seek growth. There is also an opportunity to think about going back to the basics with assessment practices. The pace of the year had many teachers juggling way too many responsibilities; summer brings time to reflect and opportunities for collaboration. This time allows teams to dig into the skills and knowledge students struggled with the most and design formative and summative assessment practices that align with the standards. Read more
“Feedback is honesty. Don’t just tell me ‘good job’ when I didn’t.” —Middle years student
My colleagues and I work with systems across North America who are undergoing assessment reform. Educators and leaders alike are asking themselves how to shift their assessment practices, when to do it, and what it will entail. The questions generated in a single coaching session illuminate the complexity of this shift. Teachers are wondering how assessment should be designed, which symbol (if any) to attach to products and performances, and how to respond to assessment evidence in ways that will advance learning. This work is both significant and challenging, and no one is taking it lightly. However, in the quest to “get it right,” adults often forget a key source of wisdom and insight available to us every single day. Perhaps we see this source as a receptor of our refined assessment system, rather than as a collaborative partner in its design. Whatever the reason, maybe it is time we turned to this source—our students—and consulted them on decisions we are making.
When I am working with teacher groups to analyze student work, our first area of focus is always student strengths. By identifying areas of celebration from the outset, we nurture optimism and hope in teachers, which they can then pass on to learners.
I have seen the power of this approach, and this is why I would love to show it to you in this blog post. By making time to focus on strengths and celebrations, I am explicitly acknowledging the progress educators are demonstrating—and make no mistake, we are doing some amazing things in education right now! Read more
Many are predicting larger-than-ever achievement disparities due to the deep inequities in our system that existed even before this pandemic.
Achievement gaps are the symptom of educational system deficits that do not serve all students well, in particular our black, brown and indigenous children. Knowing this deepening disparity, our planning and design must be intentional, and dramatically different than anything we have done before. Our district and school leadership teams, collaborative teams, and individual teachers can set up the context that will ensure success for all of our students. I believe in educators. Read more
The rapid onset of COVID-19 that forced schools across North America to immediately pivot to a virtual learning model may have exposed some aspects of teaching and learning long overdue for reconsideration. For some teachers, what became most evident was that transitioning to a virtual learning model was not as seamless as it could have been. Read more
Just like many of you, I had to develop a whole new set of skills in the last few months, as learning went online for the adults I work with in the same way most of you moved to remote teaching with your students.
Truthfully, I’ve gotten caught up in exploring many of the online tools teachers are using to share learning experiences with their students. Read more
Many readers of this blog will be familiar with the age-old philosophical question that raises a variety of responses regarding what we see and what we perceive:
“If a tree falls in a forest and no one is around to hear it, does it make a sound?” Read more
Okay, I will admit it…the title of this blog post is a little misleading.
Assessment is something that deserves thoughtful and extended consideration. “Quick” has the potential to move teachers and students from valid and reliable assessment to assessment that is surface-level.
However, I also know that when educators decide to shift assessment paradigms and adjust daily practices, looking at the whole assessment topic can seem daunting, and knowing where to start can feel out of our reach. Read more