"A little progress each adds up to big results." -Satya Nani
What we learned this week:
You know the drill. We had a lovely discussion this week as well. The recap of the chapters was shorter than the previous weeks, but it went something like this:
Evidence time!
Collections of evidence may differ. The three types of sources are observations of learning, products students create, and conversations with students about learning. They are also called Triangulation.
Reliability: students produce the same kind of result at different times.
Validity: the extent to which the evidence from multiple sources matches the quality levels expected in light of outcomes.
You can observe students doing pretty much everything. Observations are essential for assessment. Some students prefer showing what they know. Observing can assist in scaffolding for the next activities.
Collecting evidence through products: anything to be taken in like exams, essays, presentations, etc. Products can be in many representations.
Conversations about learning are important. It can be in conferences, self-assessments, or just in class. The ability to articulate their learning processes is important too. Learn about their challenges, things they are confident in, etc.
Large-scale assessment (small info from a large group) vs. classroom assessment (lots of info from student to student).
Assessment is useful for evaluation. Think of triangulation as an assessment.
The teacher is the one who can decide the validity and reliability of their evidence. Tip: check in with a colleague for a second opinion.
SUNA backward.
The rest of chapter 6 is redundant.
I remember Jozelle asking in our discussion, "What would you do if a student, who was involved in constructing a class criteria, fails to achieve the success level because of personal matters outside of school?" I thought then that this was a scenario where we could apply the ideas of triangulation. Perhaps have a conversation with the student or include a self-assessment where they have an opportunity to voice out any challenges or concerns they had. As for assessing our learning circle this week, I thought it was almost 'insightful.' At this point, we accepted that the two absent members dropped out of the class, but we also missed Angela. We also didn't have as much to discuss this week.
Ironically, my last symbol was the triangle, which would have also worked for our focus on triangulation this week. Since I've used it up already, the next thing that came to my mind was the telephone. What! Why? Let me explain. I feel like my choice of symbols has taken a turn, but it somehow makes sense to me. I mean, this class was all about breakout rooms and collaborating with each other. Communication seemed like something important to highlight.
As a student...
The concept of triangulation makes so much sense to me. Before this week, I was still undecided about the structure of assessing. I fall back on "formative" and "summative" because they were repeated by past professors. "What do these look like?" I always wondered. Truthfully, I didn't think of conversation as a part of assessment until this course. I don't even remember having conversations with my teachers aside from parent conferences. In fact, questions such as "What do you want to improve on?" and "What is one thing you are proud of?" were written, and I was supposed to submit it as a product. I think that I would like to have this in my classroom. When I was younger, I relied on products more than anything else because I was comfortable and thought I was always handing in "quality" work. When it comes to observations, my teachers always noted that I was a quiet student who should step out of her bubble-- that they didn't know much about my learning aside from the stuff I submitted. I've definitely become more confident as a student since, but I think this is why conversation is valuable. Actually, the three parts of triangulation work hand-in-hand. When one is lacking, the others are hard to decipher.
As a future teacher...
I was able to practice constructing a rubric with the class. Rubric-making was actually my initial goal for this class, but I changed the plan just recently. However, I still wanted to learn how to construct rubrics, and having completed the shape activity as a student first was a great introduction. I also thought it was cool to see different answers from my fellow staff. I definitely would have been a little lost if I had to make the rubric on my own. I really appreciated following the steps: brainstorming, categorizing, and developing criteria. It makes everything organized and possible.
Evidence of learning
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| PG Assessment |
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| Buddy Journal Exercise (w/ Jada) |
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