What We’re Going To Do: Explore the teacher perspective on assessment Use design thinking to understand how students experience assessment Use our insight into student experience as a way to examine assessment practices Share some best practices from schools around the country Think through how to take it back

Tell someone about a time that student assessment has been painful or difficult for you as a teacher. Time – meaningful assessments take a lot of time Putting forth effort to give meaningful feedback when students haven’t done a lot of work themselves Students don’t look at feedback Final assessment doesn’t reflect effort Students sharing grades

“Assessment” Assessment Tools Grades Measurement Feedback Evaluation Scores

Assessme nt Tools Summative Formative Judging Evaluation Measurement Scoring Feedback Grades Narrative Rubrics The Assessment Process “Assessment”

What’s the problem (from a teacher perspective?)

Why do we give grades?

Tracking students into appropriate classes, such as honors or remedial work To motivate students to work harder To punish students who make bad choices To inform teacher instruction To improve student learning To provide credentials to employers and schools

“Design Thinking” 1.Empathize 2.Define 3.Ideate 4.Prototype 5.Test

Things to remember about ethnographic research. 1.It’s not a survey. 2.Seek to understand motivations, values, perspectives. 3.Gather student experiences as they see them. 4.Ask questions neutrally. 5.Never ask yes or no questions.

Be specific. “Tell me about… …a time that you learned something really well. …the last time you got a report card. …a time that a teacher helped you learn.” And, always, ask “why.” Spend ten minutes generating possible questions as a team.

“Design Thinking” 1.Empathize 2.Define 3.Ideate 4.Prototype 5.Test

Based on your interviews, what do students need from assessment? Teachers to see the work the way they do Immediate reinforcement to fix mistakes Be taught to self-assess Check-in points along the way so they know they’re ready Grades to help students strive for best More detailed feedback so they have better understanding Be challenged to know what it feels like and not slack Assessments to be fair Choices so that students can match themselves to the teacher Efforts to be reflected in grade

Assessme nt Summative Formative Judging Evaluation Measurement Scoring Feedback Grades Narrative Rubrics The Assessment Process

The Gradebook: 1.Grades organized by assignment category – not skill or knowledge. 2.Numerical grades average performances over the arc of a term. 3.Communicates achievement and growth in quantitative terms.

Carol Dweck // Growth mindsets lead to greater academic honesty, persistence in the face of failure, and long-term improvement..

Theories of Intelligence Performance

“Growth Mindset” Intelligence is malleable. It can be developed. “Fixed Mindset” Intelligence is static. You have what you have.

Growth Leads to a desire to learn and therefore: - Persist through failure - Embrace challenges - Learn from criticism - Perform better over time Fixed Leads to a desire to look smart and therefore: - Give up after failure - Avoid new challenges - Reject useful feedback - Perform worse over time

How can teachers influence their students’ theories of intelligence? Well, what do they say to them?

Theories of Intelligence Performan ce Feedback

A lot of comments feel good… …but nevertheless dampen intrinsic motivation, grit, and future performance.

“You must have worked hard.” “Your practice has paid off.” “You made a good choice by…” “You’re really good at science.” “You’re smart.” “Great job!”

Carol Dweck // Feedback that focuses on choices, strategies, and process encourages a growth mindset..

What is a student supposed to do with feedback once the term or project is over?

The Overlake School // Delay grades until after students have processed feedback and identified strategies for improvement.

Urban School // Urban gives a five-week update without any expression of grades, that “maintains the language and style” of the rubric that will be used at the end of the semester when grades are given.

Wildwood School // Give narrative feedback consistently, but translate into letter grades beginning sophomore year.

What is a student supposed to do with feedback once the term or project is over?

Urban School // Urban gives a five-week update without any expression of grades, that “maintains the language and style” of the rubric that will be used later.

San Francisco Friends School // Students develop goals in October, based on their own experience and teacher feedback at conferences.

Science Leadership Academy // Students test and retest their growth relative to standards for each course – on their own schedule.

Draw an x-y graph of your growth and explain it. Tell the story of your growth in a comic strip. Present a PowerPoint deck to make the case for what you’ve learned and what you’re working on. Use examples.

Based on your interviews, what do students need from assessment? Teachers to see the work the way they do Immediate reinforcement to fix mistakes Be taught to self-assess Check-in points along the way so they know they’re ready Grades to help students strive for best More detailed feedback so they have better understanding Be challenged to know what it feels like and not slack Assessments to be fair Choices so that students can match themselves to the teacher Efforts to be reflected in grade

Which of these assessment practices would meet a student need we identified earlier?

How might you bring that practice back to your school? What would it look like in your classroom?

Thank You! Greg Bamford