Final Class
In our final class this week we discussed assessment, redos and the power of descriptive feedback.
The primary purpose of assessment is to improve student learning, according to the Ministry document Growing Success. There are seven principles outlined in this document to ensure that assessment is valid and reliable. These principles are outlined in the table below. There are three different types: assessment for learning, assessment of learning and assessment as learning.
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| Markes, A. (2018, October 15). Comparing types of assessment [Venn Diagram]. Information adapted from Growing Success |
Descriptive feedback in an important component of assessment FOR and AS learning because it is during these assessments that teachers and students monitor their progress and make adjustments as they learn. By the time the assessment OF learning portion has come around descriptive feedback may be unimportant because students will not have the chance to correct their mistakes and fix their learning about that topic.
And that is where redos come in. We had quite the discussion in class about when and are re-dos appropriate. The consensus was "Of course!" What shocked me was the quote our instructor posted "You don't get redos in life." This is completely untrue! Every day is a redo in life to do better and be better. We are constantly being told to learn from our mistakes so as to not repeat them in the future. Why can't this be true for learning math? I believe that during assessment FOR and AS learning, re-dos should be allowed with descriptive feedback to help students progress in the right direction. Hopefully, this will prepare them well enough to fully demonstrate their learning during the assessment OF learning portion.
How to take what I've learned and use it
Over these past six weeks a few things have really stood out to me that I will carry forward into my upcoming teaching block and onward.
1. Believing all students can do math. The research supporting this statement will change students to believe in themselves and be resilient when struggling with something new.
2. Descriptive feedback has the power to change the world. Specific and clear feedback will help students better monitor their own progress and will guide me as a teacher to improve my teaching practices.
3. Help students fall in love with learning. This encompasses the big messages behind having a growth mindset, changing math from its traditional ways of being taught to the more modern and progressive methods and will help with classroom management. This also pertains to student interests and learning styles, which should always be taken into consideration when planning anything for students.
Pun of the Post
Why does algebra make you a better dancer? Because you can use algo-rhythm!
Thanks to Reader's Digest for this one.
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| Freepik. (2014). Redo arrow symbol free icon [Online Icon]. Retrieved from https://bit.ly/2AbWPOU |
How to take what I've learned and use it
Over these past six weeks a few things have really stood out to me that I will carry forward into my upcoming teaching block and onward.
1. Believing all students can do math. The research supporting this statement will change students to believe in themselves and be resilient when struggling with something new.
2. Descriptive feedback has the power to change the world. Specific and clear feedback will help students better monitor their own progress and will guide me as a teacher to improve my teaching practices.
3. Help students fall in love with learning. This encompasses the big messages behind having a growth mindset, changing math from its traditional ways of being taught to the more modern and progressive methods and will help with classroom management. This also pertains to student interests and learning styles, which should always be taken into consideration when planning anything for students.
Pun of the Post
Why does algebra make you a better dancer? Because you can use algo-rhythm!
Thanks to Reader's Digest for this one.
Hi Alex, I completely agree with you in regards to redos. It is our responsibility as educators to ensure that students are properly prepared and educated in order to achieve in life. We are not expect to simply pass judgement on student performance. If students have not reached the achievement levels desired it is our responsibility to provide the student with the support they need to learn and the opportunity to demonstrate their learning.
ReplyDeleteGreat Post!!
Hey Alex, I just want to say that I really like that diagram explaining the difference between assessment for, as, and of learning because I always have trouble when it comes to that! Everytime I create lesson plans and I have to fill out the assessment portion of the lesson plan I have to google the meanings behind each type, I will definitely use this diagram! Also, I just want to say something about re-dos... I feel like giving students a second chance is essential for their growth mindset because if they didn't get it right the first time, chances are they'll get it right the second time or at least have a better understanding of what they learned.
ReplyDeleteGreat post Alexandra. I really appreciated the emphasis you put on giving descriptive feedback and the importance of that in a math classroom. In our webinar this week, we discussed how giving this feedback isn't just beneficial for our students but also for ourselves! When reporting on grades, it's much easier when you have some kind of descriptive feedback next to a letter grade. Having these notes will help a lot when it comes to deciding between one grade and another - if we didn't have these notes, we may just resort to averaging the grades.
ReplyDeleteI also loved this weeks class on assessment. I found it extremely useful, and is something I know I can bring into any class/subject. My favourite is the “wonderings”. It’s so simple, yet so effective! I think it inspires the student to question their learning, and their level of understanding and confidence. This self-assessment is so useful for students to know how they can improve and what their next steps are! By asking a wondering, it allows the student to ask themselves… Can I? If so, why didn’t I? And, if not, how can I get there? It helps students find their own way to the “final destination”, which is what learning is all about!
ReplyDeleteHey Alex,
ReplyDeleteAnother great post, I have really enjoyed reading and commenting on your blogs for the past six weeks. I really like the three things you will take away from this class. I too will take away many things, but helping students fall in love with not only math, but any subject is important. I feel that once they have the connection, then not only does their learning improve, but so does our teaching. We will worry less about what we aren't teaching, and more on ensuring that students find enjoyment. Have a great placement.
Hey Alexandra, I really enjoyed your post this week! Your comment about descriptive feedback being an important component of assessment FOR and AS learning was great. This is something that needs to be emphasized because like you said if we wait until the assessment OF learning comes around it is too late for the students. We need to use that feedback to help the students understand where they need to develop more skills or a greater understanding of the concepts. The students need to be given the opportunity to apply the feedback that we give them otherwise it is just a waste of time for everyone.
ReplyDeleteAlexandra, I have enjoyed your engaging style in every post. You have thought deeply about all of your experiences each week and how these can impact your teaching practice and philosophy.
ReplyDelete