As we gear up for our next F2F session, I am reflecting on beginning to implement my “How Might We” question. My work with Cohort 21 is focusing on assessment, and specifically, wonders “How might we…imagine alternate forms of assessment that shift the student’s focus away from marks and grades, while still incentivizing them to embrace learning and dedicate themselves to the task?”
I had the opportuntity to begin early experimentations with this question. Recently, our school took the Grade 9s on a trip to Ottawa. It was our first time going on an extended, overnight trip together, and I was excited about it, as they seemed to be, too. Following our last F2F, I proposed to my teaching team that we try an experimental assessment method with the students for their deliverable for this trip (a vlog exploring the Canadian Identity). We decided to use a co-constructed, personalized rubric, and will assess the vlogs using a conversation between the teacher and the group. The students will meet with us and will have already self-assessed themselves according to their personalized success criteria; we will also have tentative grades assigned, and together, we will discuss until we reach a common agreement.
We felt this task was a good opportunity to try something experimental because it is fairly low stakes – the deliverable is only really intended to give them something to focus on while in Ottawa, lest they get hopped up on truck stop energy drinks and candy and/or play around on their phones the whole time. But, the assignment didn’t need to be something overly rigorous or “important,” so using an alternative form of assessment seemed appropriate.
When we presented the idea to the students, they were very enthusiastic. They felt that it was a “fair” amount of work to do on the trip, and a fair way of assessing it, too. While we have not yet had the opportunity to have the conversations with the students, we have viewed all the vlogs, and they were all quite strong – not any weaker because of the alternative method of assessment attached. Also, the students seemed just as engaged and focused as if it was being “traditionally” marked. So, from my early explorations into this alternative method, it seems there has been some success. I will be curious to see how it might go if we try it on something that “matters” more. Something to look forward to, certainly!