#TeachersAtED Archive
Our chat is once a month on the third Tuesday at 7:00 EST. These chats are hosted by teachers working at the US Department of Education as Teaching Ambassador Fellows in order to hear from teachers on policy issues and share resources. More about our program at: http://www2.ed.gov/programs/teacherfellowship/index.html
Tuesday April 19, 2016
Q1: Please briefly introduce yourself, your location, and your role in education.
A1: Teaching Ambassador Fellow from DC; passionate about educational equity and education as a vehicle to racial justice.
A1: Mark Sass Denver Looking forward to chatting about assessments
Q2: What does assessment look like in your classroom?
Alaina Adams, Phoenix, AZ, Teacher and Planner of Total World Domination for our most deserving students.
Thanks so much for joining us! Glad you could make it.
A2: Checks for understanding to inform instruction/monitor progress; plus required assess. for district/state accountability
A2: Assessment is an ongoing process comprised of multiple measures to guide instruction and promote student growth.
A2: assessment looks like quizzes, performance based assignments, exams, checks for understanding, it runs the gamut
A2: Teachers assess constantly: checking for understanding in discussion; gauging interests and frustrations on assignments
A1: Late to the party. Ginger Tedder, Mississippi. Lead Teacher/Test coordinator. Happy to be chatting about assessment.
A2: Assessment also includes students' voices & reflection: THEY routinely tell ME how they feel they are progressing!
A2: just finished a day of PARCC testing. Much smoother this year
we are glad you could join the party!
A2: Assmt is anything that gives me info re: where students are so I can support their growth. Assmt of & for learning are key.
A2: Responding to students with descriptive feedback. Results-orientation, goal setting and setting a high bar for students.
A2: Sometimes the concept of assessment elicits groans - need to play up the valuable everyday anecdotal assessing we do daily
A2: Assessments are not a snapshot. Prefer portfolio assessments/project based assessment. Must apply knowledge to a problem.
Agreed. Students feed off of teachers reactions to assessment https://t.co/CaWuniLONr
A2: Sometimes the concept of assessment elicits groans - need to play up the valuable everyday anecdotal assessing we do daily
Q3: What do you consider to be the primary purpose and goal of student assessment?
Can be if formative? https://t.co/WViCQY7JVu
A2: Assessments are not a snapshot. Prefer portfolio assessments/project based assessment. Must apply knowledge to a problem.
A2: As lead teacher I see more of the ramifications of 'assessments gone bad'. Good intent but many negative consequences.
A3: Assessment done well monitors understanding, informs instruction, provides feedback for students/families for con't growth
A3: Agree with 2 purposes IDed by : gather feedback on student achievement, guide instructional planning.
A3: Assessment helps distinguish teachers from robots -- if we weren't assessing, we'd just be delivering curriculum.
A3: multiple purposes: accountability, curriculum check, alignment, check for student understanding
A3:To inform teaching & support learning & as equity measure to help ensure kids across the country receive a high quality ed.
A3: To allow students to shine & demonstrate learning. Does not always look the same. One assessment DOES NOT fit all.
Bigger question is often how to determine/communicate which assessments are worth taking! Need to define "worth."
Q3: Formative--tailor our work to students' needs. teaching! Standardized--demanding equity for students, setting a high bar.
Which ones are? https://t.co/B3OLK3jPrL
Bigger question is often how to determine/communicate which assessments are worth taking! Need to define "worth."
Is that a rhetorical question I detect? :)
No. Not at all. Some say are more worthy than others. https://t.co/EDEPy7eGSv
Is that a rhetorical question I detect? :)
Q4: What do you think a high quality assessment should look like/include?
If only the standardized ones could be tailored to students' needs too ...
A4: High quality assessment matches instructional content & formatting; students produce content to demonstrate understanding
A4: I am big supporter of the DBQ type of assessment on AP Exams. Good measure of content and skill.
A4: New guidance to help states identify and eliminate low-quality, redundant or unhelpful testing. https://t.co/NSu1Oj5fYo
A4: It should require students to perform authentic tasks that measure skills OTHER than test-taking.
Hello . Joining late. I'm jumping in at Q3.
A4: all assessments should be timely, specific, fair, and accurate
Worth= dev. appropriate, well designed, gives useful timely feedback Doesn't stop the learning.
A4: Multiple opportunities and multiple ways for students to demonstrate mastery of concepts. MUST be culturally relevant!
Agreed. My students say the best ones are ones we do in class and then have discussions about so they can grow.
We are glad to have you! Jump on in!
A3: Assessment should never make a student feel like a failure & turn them from learning. Students are more than a score.
Includes higher order thinking much like instruction. Focus must be on learning not making a the grade
My kids aren't afraid of tough conversations about growth. Need timely feedback & reflection!
Yes. Research says better to hand back assessments with feedback alone versus grade and feedback. https://t.co/2jliJ7w0hH
Includes higher order thinking much like instruction. Focus must be on learning not making a the grade
A4: Purposeful not filler.Measurable with results that can be understood by kids, parents, teachers.Authentic and meaningful.
Q5: How have you been able to make assessments formative tools for improved teaching and learning?
Q5: How have you been able to make assessments formative tools for improved teaching and learning? https://t.co/QdiQtRXaHU
We struggle w/test bias in MS. Making assessments equitable. Cultural differences must be factored into these assessments.
A5: Students set goals for their learning and assessments are just one tool used to monitor & modify teaching and learning
A5: Key has been greater focus on mastery learning. Nearly all major assessments eligible for re-test or revision.
A5: Since instituting "Key to 3" test re-take program in AP Gov, pass rate on AP Exam up 15% with student enrollment up.
A5: Rockstar PLC members & authentic conversations - and - students help design assessments or at least give feedback.
A5: I let kids submit test questions or choose reading passage topics. If it is collaborative, they are vested.
A5: Outcomes based assmt gives Ss mult opps to demonstrate mastery. Involves lots of feedback from T and metacognition for Ss.
A5: difficult since results lag on standardized tests. classroom assessments can impact practice and students in front of me.
A5: Students tracking their own success. Building rubrics with colleagues and sharing criteria for success with students.
A5: student-generated compelling and supporting questions that form the basis of formative & summative assessments
Good to see you David! https://t.co/jUMMDHO9Sr
A5: student-generated compelling and supporting questions that form the basis of formative & summative assessments
Thanks for joining tonight!
A5 Powerful and possible for Ss to own assessment readiness: "I think I've mastered narrative writing - may I have the test?"
Agreed about lag on standardized tests. Frustrating! If only I could sit with them the next year to discuss...
FA must be everyday to provide feedback for both T and S. Start & end the lesson with a Q https://t.co/273JALmp4c
Q5: How have you been able to make assessments formative tools for improved teaching and learning? https://t.co/QdiQtRXaHU
Need to be careful how we refer to formative assessments. More process than assessment. See Popham’s work
Q6: What are some ways you have seen schools effectively utilize multiple measures of assessment?
Q6: What are some ways you have seen schools effectively utilize multiple measures of assessment? https://t.co/gSmRYlc6Qi
A6: Students have rich chances to demonstrate learning through STEAM integration and community partnerships.
A6: Multiple measures include portfolios, self-assessment, and discussions. Show learning through more than just a single test
A6:Multifaceted performance tasks require students 2 synthesize concepts, apply skills 2 real-world problms & collab w/ peers.
A6: multiple measures including using only the most recent assessments to figure grades to reflect the learning process.
Q6: Measuring progress in gap closing interventions while still upholding the college-ready bar tracking grade level content.
Inquiry-based, performance tasks, DBQs, portfolios, capstone projects.
Common threads: student-driven & self-reflection
Hello, sorry I'm late the group, but enjoying the dialogue. Great thinking and perspective!
A6: Unfortunately I have not. Too many Ts disagree on what should be assessed and how. Paradigm shift is slow.
A6: allows student ownership in developing topics of learning AND measures of assessment.
A1. Allison Walker/ Chas.,SC/ instructional coach
MS just gave ACT today- S quote: "That was so boring. I didn't read cause we don't talks like that at home."
A6. I think that planning and true consideration for the assessment has helped. "Why are we using this FA?" Clear purpose.
Q7: What questions should states ask as they audit/evaluate testing practices under ESSA?
A7: States should ask teachers what assessment should look like in order to be meaningful to those they are intended to serve.
A7: what do we need to do for accountability and leave the rest behind.
A7: is leading grassroots effort to improve assessments in Texas. Asking what assessments are helpful.
A7: How can we get standardized test results into hands of teachers quicker so they can be used to guide instruction?
A7: How can we design assessments that are more tests of ability than tests of endurance?
A7. What information are we looking for? & re: deficiencies, what are we willing to do to support the needs of Ts and Ss?
A6: The MS MAP includes performance based items now. Discussions, externships, community projects. That's our way.
especially for 8-9 year olds.
A7: How can we give students and teachers richer feedback than simply a score out of 100? That's not rich feedback.
A7: Are all Ts qualified to meet the needs of 21st Century Ss? How can they help/promote PD to ensure all Ts are ready.
A7: How can we ensure teachers have REAL voice in test design to ensure tests meet these criteria? https://t.co/LZVFwPygUl
A7:Essential Qs: Will the test improve equity and excellence for all? Will it help Ss grow? If answer is no, throw it out!
what's the purpose of standards if we use the assessment to guide instruction? https://t.co/BrDmNRcY46
A7: How can we get standardized test results into hands of teachers quicker so they can be used to guide instruction?
A7: How can we make assessment a source of student pride rather than a source of stress and anxiety?
Assessments are part of the curriculum which support standards. https://t.co/2Pvs1Kxw7h
what's the purpose of standards if we use the assessment to guide instruction? https://t.co/BrDmNRcY46
A7: How can we get standardized test results into hands of teachers quicker so they can be used to guide instruction?
A7: Ask students and parents what standardized tests mean to them. Use the info to determine relevancy & necessity.
Design test or the content? Do we assess Ss to degree of the standard? Where is the disconnect? https://t.co/1fMVvtui7u
A7: How can we ensure teachers have REAL voice in test design to ensure tests meet these criteria? https://t.co/LZVFwPygUl
Should seek Ts/Ss voice. Are we testing too much? Is this best for Ss?
