Going into Cohort21 my group of Albert College colleagues (Whitney and Mark) had a question in mind. We wanted to investigate the use of ‘observations’ and ‘conversations’ in assessments. The Design Thinking model (2nd Face to Face) has allowed me to refine the question and to receive some inspirational comments from the entire Cohort21 team — Thank you!
How might teachers effectively & meaningfully record observations and conversations in assessments because it will engage students and it will help students value learning more?
How Might We …..
– engage students and empower them in their learning?
– get students to value learning more than their grades?
– capture valuable anecdotal data about our students in an effortless & meaningful way?
– improve teacher facilitation for inquiry-based learning?
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Plan of Action
1) Analyze data collected from a survey completed by both teachers and students
— We have already surveyed the students and teachers. Indicating to them that as a Cohort 21 team our year-long goal is to strengthen and improve how we assess observations and conversations so that they can be used for formal purposes, especially for reporting and grading.
2) Research some available technologies — Parlay, Kaizena, Backchanneling and Flip Grid
3) In my Biology class, I plan to use audio to record an explanation of a concept. They will be assessed on their use of Biological vocabulary and the depth of their understanding. After recording the students will also reflect on this assessment style – What went well? What was tricky? How has this assessment style allowed you to express your understanding?
4) Finally, I will talk with my Junior School Colleagues. They are experts in collecting observations and conversations, I need to take advantage of this amazing resource.