Quality in Education

Spring break is over, two months of school left, time for the final push to end the year.  Time for reflection and planning for the last weeks of the school year. (for those on a traditional calendar) Questions abound…what curriculum do we have left to cover, what was learned, how to keep students focused until the end.  Then, the assessment questions and comments: how many days are taken by assessment and I don’t have time to stop teaching to do the assessment.

The assessment questions are the ones that make me want to shout - assessment, done correctly, doesn’t result in lost time rather the result is increased achievement!  These are the questions that bother me the most because it shows a lack of clear understanding of the process of teaching and learning in today’s educational system.  We need to do a better job of clarifying and emphasizing the need for assessment.

What is assessment?  I begin by framing the answer within the context of the essential questions as explained by the DuFour’s process of professional learning communities.  These questions, even in this simple form, speak universally to educators and keep the discussion focused on assessment.

• What do we want students to know or be able to do?
• How do we know they have learned it?  What evidence we gather?
• What do we do when students struggle?
• How can we use our SMART goals and evidence of student learning to inform and improve our practice?

What is assessment?  The definition must include the purpose of and terms used to describe assessment.

First, must be an understanding of the variety of use of assessment as defined by Rick Stiggins.  Different groups make decisions based on their area of influence.  The type of assessment may vary depending upon the use.

• Policy Level = superintendents, school board, legislator
• example:  state tests
• Instructional Support = curriculum specialists, principals, counselors
• end of course assessments
• Classroom = students, teachers, parents
• throughout the course of study using a variety of methods

Next, it is necessary to clarify assessment terms although they fall into two basic categories.  Formative assessment also referred to as in-process or short-cycle and summative assessment.  When used in appropriately, both types of assessment are important, support learning, and provide evidence of student proficiency.

Formative assessment activities (non-graded) that occur periodically during the learning process in the classroom are called formative, in-process, and short-cycle.  Why the different terms? Those measures used within the context of a PDSA cycle are traditionally called in-process measures.  Short-cycle assessments are often, but not always, are associated with state standards and benchmarks. The more global term is formative assessment. 

Formative assessment is a non-graded activity used to determine the answer to the questions; How do we know students have learned and what evidence do we have.  The information is as important to students as it is to the educator.  In the classroom, the result of the assessment is used to create an action plan and guide instruction. Formative assessment as defined by Rick Stiggins:  Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed. For the student, formative assessment provides direction and motivation to successfully complete the learning targets.

Summative assessment occurs after the learning has occurred. The end of unit assessment, once yearly state testing, and end of the year proficiency assessments are examples of summative assessment.  This assessment is the type educators refer to when talking about stopping their teaching for assessment.  Stiggins explanation of summative assessment results:  provides evidence achievement to certify student competence or program effectiveness. The use of summative evidence is to inform what comes next for individuals or groups of students.

In summary, for those classrooms where formative assessment is used, students and teachers together will reflect and plan for completion of classroom learning targets.  In addition to setting aside time for summative assessments for which the results will be used for a more global look at the educational process. 

As always, your comments are welcome.
Becky

On a personal note:  I appreciate your patience with the lapse in blog entries while I recovered from knee replacement surgery.

For further information I encourage a visit to the web site:  All Things PLC http://www.allthingsplc.info/about/aboutPLC.php

and Assessment Training Institute http://www.assessmentinst.com/resources.php as well as the following list of resources.

All Things PLC – resources  http://www.allthingsplc.info/tools/bibliography.php

 DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree (formerly National Educational Service).

DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How a professional learning community responds when kids don’t learn.

Stiggins, R. (2001). Student involved classroom assessment (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Stiggins, R. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758–765.

Stiggins, R. (2004). New assessment beliefs for a new school mission. Phi Delta Kappan, 86(1), 22–27.

Stiggins, R. (2005). Assessment FOR learning: Building a culture of confident learners. In R. DuFour, R. Eaker, & R. DuFour (Eds.), On common ground: The power of professional learning communities. Bloomington, IN: Solution Tree (formerly National Educational Service).