Reflections on Assessment

A Reflection on Assessment Practices in Ontario Classrooms

The assessment, evaluation and reporting policy in Ontario outlined in Growing Success, Assessment, Evaluation and Reporting in Ontario Schools, 2010 on the importance of both teacher professional judgement and student responsibility.   The intention of these foundational principles along with the change to criterion-based assessment was to increase the reliability, validity and fairness of student assessment data. However the implementation of Growing Success, in my opinion, has fallen short of its “intended outcome”.

Consider the definition below of professional judgement, as described in Growing Success.

Professional judgement is judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction. (Growing Success, 2013 pg. 152)

When you hear the term “professional judgement” used, does it’s use reflect the definition above?

So.... I've been thinking > Have assessment practices significantly changed in Ontario classrooms? If yes, are the resulting changes transforming student learning?  

In my experience, assessment is still mostly comprised of evaluation (assessment of) that occurs at the end of a cycle of learning, especially in secondary school classrooms. Evidence of assessment practices that: 

• reflects an intentional and thoughtful process of ongoing assessment throughout the cycle of learning; 
• is based on multiple and varied pieces of evidence; and, 
• actively involves students in the process continues to be limited. 

There seems to be an ongoing focus on what a student knows (content) rather than how a student learns and accomplishes (skill). Assessment is meant to: 

• inform both student and teacher ‘next steps’; 
• observe student learning along-the-way and over time; and,
• help teachers respond to student learning during the actual learning time itself. 

But as I work with teachers and school administrators and when I critically reflect on my observations, there is overwhelming evidence that evaluation (the interpretation of assessment data to assign a grade; a practice I would prefer not to see used if I had my way) continues to be a reflection of what a student produces at a particular moment in time. Rarely do I see evidence that “what the student said” (conversations) or “what the student did” (observations of process) throughout the cycle of learning are considered as relevant sources of data that should impact the evaluation of student's achievement. 

If we are using assessment (for, as, and of learning) as an iterative cycle in which students, teachers and parents are equal partners who are highly engaged in learning and therefore ongoing improvement, then all students should be seeing sustained improvement in their achievement overtime (see below).

Yet, I still hear conversations between staff members in schools that talk about students in this way, " [student name] is a level 2 student". This type of statement indicates to me that there is a belief that the student's achievement is static and doesn't change over time. It is hard to change belief systems and it takes a long time and sustained efforts. Maybe this is why our assessment, evaluation and reporting policy (which I believe could be very effective at improving the learning experience of students in our classrooms) has not realized its intended outcomes (in my opinion) -- YET (a la C.Dweck). I have and will continue to maintain a growth mindset.

So, what do you think we need to do to ensure that student assessment data is valid, reliable and fair? 
What do you think about assessment practices 
in Ontario classrooms?

Follow this blog series (a new post coming soon). 
I will be considering ways to "disrupt" assessment practices.
Help me by providing comments below.

Digital Disruption & Schools

image from: www.google.com/intl/en/chrome/
education/webstore/app-packs.html

Over the last several years, I have been on the most exciting  Ed Tech learning journey.  I have always been a bit of a "techie" and have been religiously collecting a multitude of Apps and tools to add to my personal arsenal. 

Why collect Ed Tech Tools?  I have always viewed technology as a means for improving productivity and impact; that is, how can this help me do what I need to do, faster, better, and quicker than before?  I collect..but now as a result of my most recent learning, I am only truly realizing the critical importance of technology integration to learning and collaboration. I now think that we must "disrupt" education as we know it and not only "get with the times" but become leaders and innovators in this critical change process.

Last year I was lucky enough as part of the Learning Partnership, Canada's Outstanding Principals Program to attend the Executive Leadership program through the Rotman School of Management.  During this program, we heard from a senior executive at Deloitte who spoke to us about digital disruption. What is digital disruption? It is the change that occurs when new digital technologies and business models affect the benefits of a "traditional" service.

Why Worry About Digital Disruption in Education?
Various businesses have been assessed to determine the extent to which they might be affected by digital disruption.  Deloitte (Australia) has created a digital disruption map (see image & video by clicking here) that provides some idea of how different sectors might be affected and to what extent. They qualify the impact by categorizing business sectors according the "fuse" and the "bang".  For instance, travel agencies and real estate have a "Short Fuse" and a "Big Bang"; while health care and education have "Long Fuse" and a "Big Bang".  While this might ostensibly give those of us in the education sector time to prepare our response....it also in my mind creates a sense of urgency; educational change is notoriously slow to happen. Hence the reason that many classrooms continue to look, sound and feel like the same place my parents and likely their parents spent 13 years of their lives! Don't get me wrong, many classrooms are very different, but those classrooms continue to be in the minority.

Our industry is already experiencing digital disruption; think about the "Massive Open Online Courses", MOOCs, that are now available for free.  Some examples include:

• edX
• Coursera
• Khan Academy
• FutureLearn
• OpenupEd
• Open2study
• Udacity

Why Is Change So Slow?
Teachers, given the structure of schools, especially in Secondary Schools, are often so isolated from each other.  In the past, teachers really had little or no choice but to work in isolation.  I believe that this isolation contributed to very slow change in our educational environment. Today, however, there is no excuse for teachers to remain isolated.  Classroom doors should be open; we should be learning with and from each other.  Also, teachers have the opportunity to connect, collaborate and grow through professional learning networks (PLNs) online through social media. 

What Now?
I am passionate about public education.  I believe that teachers are the most important part of the educational puzzle. I believe that face-to-face education provides much richer learning opportunities for our students.  However, if we "stay the course" and "stick to old, traditional methods of instruction", then I know that we will be DISRUPTED! Our students and/or their parents will "vote with their feet" and will choose alternative digital delivery methods.  We no longer hold the "monopoly" on education; students can and do learn whatever they want whenever they want.

HOW WILL YOU BE PART OF PRESERVING PUBLIC EDUCATION?

WHAT WILL YOUR RESPONSE BE TO DIGITAL DISRUPTION?