How might we address the tension that exists between being a “learner” and being a “successful student” through the use of intentionally designed formative assessment practices?
Writing this question required a process of deep reflection and ultimate articulation of the thinking that has been percolating and driving my evolving practise throughout my teaching career. So while the question is a first attempt, it is in some ways 15 years in the making!
It is also an area of challenge. An area of frustration. And perhaps, I hope, also an area of some (formative!) success.
I have long grappled with the challenges that are posed by student success being determined through summative, fixed point in time assessment tasks that provide students with a numerical (or even achievement/competency chart) measure of their learning. What mark do I need to get into course X? What mark do I need to have a sense of self worth or competency as a student at institution Y?
To add some context at this point – I have spent the majority of my career teaching in a state in Australia where university entrance is largely determined on the basis of high stakes (and I mean very high stakes…) statewide end of course examinations. In this context, mastering the exam is THE path to success. Upon entering the teaching profession full of ideals and optimism – I was immediately confronted with students enculturated into a system that did not necessarily “reward” the lifelong learning and creative thinking that excites me as an educator.
This immediately led me to develop a new passion: designing assessment tasks that (try) to assess and reward genuine learning.
So where am I at now? Well, I’m working on graded (numerical / achievement chart) assessment coming through formative, feedback based pieces. In essence I am trying to assess the learning taking place. It is a work in progress – and as a relative newcomer to Ontario – I must thank the authors of Growing Success for mandating learning conversations, as these are pivotal to the work I have been doing.
Prior to the December break I had an assessed conversation with Gr 11 students about their metacognition during a research process. They nailed it – providing incredibly thoughtful and articulate insights into areas of success (there is that word again…), areas of growth, and possibilities for the future.
My next step is to gather more formal feedback from students – which I hope to do in the coming months. In addition – I will be actively looking to connect with other educators (such as those in Cohort 21) who share similar interests.
Hey @mphillips
That term ‘student success’ what exactly is it? What does it look like? How do we measure it? Questions that all educators ponder! You might enjoy connecting with @lbaragar as she too is looking at feedback and the learning process by going gradeless. I look forward to hearing more!
See you Saturday,
Lisa M
This sounds like incredible work @mphillips, and I am so happy that I have found someone with the same glowing appreciation of Growing Success. I find it quite an ambitious and innovative document – allowing play and experimentation in many ways. It’s great to see you checking out how to use assessments for, of and as learning to engage students in genuine learning and appreciation of that learning.
There is a lot of great research about transactional learning and how to disrupt it: focussing on process, not product; focussing on reflection and metacognition, etc… You should – if you haven’t already check out portfolio and mastery learning as well.
Consider your question from the lens of breaking down the question itself:
– What do you mean by genuine learning? (this is where Mastery Learning can help)
– What is meant by formative assessment practices, precisely? (this is where portfolio learning can help)
I hope this helps, and I’d love to chat further about your work here and how it might support the work of HC-X too!