From the Front Lines: Student Feedback Driving Improvements
Guest blogger, Scott McGhee shares his perspective about involving students in the assessment process. Scott is a middle school teacher in the Mountain View Whisman School District in the heart of Silicon Valley, CA. Scott writes "Students designing what assessments should look like... I love it!" Read on to hear the rest of Scott's comments.
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It has taken me ten years to develop to the point where I can honestly say that my students are now choosing what they are going to learn. A couple of months ago an idea came across on the plus/delta chart where students share their feedback. As I read it, I had to stand back and think. It was one of those profound moments that you look for as an educator and hope you get a few of those in your teaching career.
A student proposed on a post-it note- that our weekly quizzes should be graded but not recorded into their final grade. There was rationale behind it, the quiz is supposed to be like a practice test.
I thought for a long time about the suggestion. The idea sat in the "parking lot" for awhile to be considered. The suggestion by this student made me think about what I was doing as an educator. Embracing continuous improvement also means embracing "customers" ideas.
I know about the concept of "big rocks", but my time was spent doing all the little trivial tasks of teaching (such as: recording homework, updating grades in the computer, photocopying, day by day lesson plans). The big rocks in the classroom were being overlooked. I questioned my grading philosophy. Should the grades in class reflect the big rocks?
Another thought came to me today as I considered this student's suggesstion... can portions of tests be retaken on specific skills that need improvement?
Students designing what assessments should look like... I love it! This one is going to sit in the parking lot a little while to think about. I'm grateful to have implemented a system to capture students' feedback and believe with their help, we can create the type of classroom necessary to meet our mission.
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Comments
Great!
I believe Scott McGhee has (re)searched wisdom, may be at a cost of graying hair. (The parking place never comes free). What you arrive at Sir, is indeed in line with the NCLB act, the Deming's and Juran's teachings, and that of all the children who (de)cry for not being heard. Afterall your (i.e. we all the teachers) job is to do your bit with maximum effectiveness and productivity and not to assess the students. I do not however presuppose to deny that authority of putting the non conforming students to task (i.e. of excluding the job of assessment). But rather than finding opportunities to enforce extra-backbreaking-acdemic-overburden, the endeavour should be to create an environment of holistic growth of the heirs of tomorrow's world ( the time required is likely to have priority over that required for assessment, if any). In that context if they make you aware abot the direction of Change - Please listen to them. Evaluate and assess that for the ultimate Win-Win. For any loss, that they may suffer, will ultimately gonna be your own loss.
You have all the rights to assess me on this long-nursed-thought.
Priyavrat Thareja
Posted by: Priyavrat Thareja | February 15, 2007 06:47 AM
Priyavrat,
Thank you that long-nursed-thought! You are correct that it has come at the expense of some color of hair and loss of sleep, but the picture is much clearer now. There is a point in The Matrix when Neo finally understands and is able to manipulate the Matrix at the end of the movie. I feel I have arrived at a point now where I am moving at a level where I can see those winds of change.
The goal is the ultimate win-win. The students may leave this classroom with various degrees of understanding of algebra, but they will all leave with skills to help them in any aspect of life coming ahead.
It is an exciting time to be in the classroom! Thank you again for the deep reflections of thought within the pools of change.
Scott
Posted by: Scott McGhee | February 15, 2007 09:19 AM