#saskedchat Archive
#saskedchat is a great way for Saskatchewan educators to share teaching strategies, educational resources, and more.
Thursday March 17, 2016
10:00 PM EDT
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is starting now! Join in with your name and your favourite thing about education!
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Take a moment to introduce yourself, tell us where you are from and your favourite type of chocolate! https://t.co/l9XHmkrHqr
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Welcome to My name is Katie White & I'll be your moderator for tonight's chat on assessment.
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I love dark chocolate Terry's Chocolate Orange!
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Hey all. Pat here recovering from a migraine. Favorite thing about education is the chaos of it all. Sadly, don't like chocolate
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Hello my name is Lisa and I teach with Regina Public. I have a gr. 1/2 class this year and love any kind of chocolate!
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Hello all! Ellen from Regina. French K, core french arts specialist. And LLI. I do it all
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didn't know that was possible!!
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We will have 7 questions this evening, Q1, Q2, etc. Please respond with A1, A2...
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Hello my name is Kylie Harder & I'm in my second year at the U of R. I love forming relationships with students.
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Hello - I'm a pre intern at Leboldus High School teaching ELA 9 and Drama 20/30. I love mini eggs!
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Hey Brett from Saskatoon. I'll mostly be lurking tonight as I put the finishing touches on report cards.
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Hello, Jannae from Regina. I teach math and science but I'm currently on mat leave. I'm actually eating chocolate right now!!
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Erin, gr 2 T from Regina. I'll be in and out of tonight. Favourite choc is lindt. Fav thing about ed =the relationships made.
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Hi . I teach adult upgrading in Onion Lake. Now that AB & SK are the same time again I am back! I love all chocolate esp. dark.
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Hi! I'm Aimee. I teach grade 5 and I don't pick favourites when it comes to chocolate. I love it all.
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Aaron, Principal in Assiniboia.
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A1: I think the emotion elicited depends on the type/format/tone of assessment
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A1. Students may have anxiety, a fear of not doing well/failure
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Shannon, Student Support Teacher from Assiniboin.
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Tone is a HUGE factor in emotional response! https://t.co/J90NN1vxLp
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A1: I think the emotion elicited depends on the type/format/tone of assessment
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A1: In many ways, assessment is one of the most misunderstood & misused aspects of teaching & learning. However, I am optimistic
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A1 I think it depends on what type of assessment it is. Nervous, excited, scared, etc
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A1: I think lots of students feel anxious when they hear assessment. Maybe nervous to get something wrong/ afraid to take risks
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When do you think this starts for kids? https://t.co/bcSA6tkqdv
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A1. Students may have anxiety, a fear of not doing well/failure
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I agree. My Ss see assessment as a way to "show what they know". It's weaved throughout every day.
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Shannon, Student Support Teacher from Assiniboia.
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I know it started very early for me.
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A1. I'm almost embarrassed to say fear, dread, worry. And that's just me facing my stack of marking.
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So true. And what the assessment is eventually used for as well.
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A1 Often students feel more relaxed & wiling to take risks w/formative assessment vs. summative
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Yes, when it is part of what we do all the time & stakes are low, it become just part of learning
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The best kind is the one where students don't know you are doing an assessment because it's fun! I teach primary tho!
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enjoy the and the games! will miss your input!
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Hi Ferrah from Regina. Gr. 7/8 T just outside city. Fave thing about teaching? Every day is different. Fave chocolate? white
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I've tried to recall when I figured out the stakes and it was before grade five - maybe grade 3 or 4?
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This is my first time following ! I am a pre-intern at and I'm going to try following along tonight!
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A1: Assessment can be empowering or it can be deflating-for both teachers & students. Depends on use and place in learning cycle
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Yes, the meaning of assessment seems to shift as students progress through our system https://t.co/mxtlGgj2is
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The best kind is the one where students don't know you are doing an assessment because it's fun! I teach primary tho!
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A1 I think it depends on the subject, assignment, task and tone of assessment
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A1: Depends on type of assessment, purpose & tone.
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A1: Traditional assessments can be overwhelming & stressful for both Ts & Ss. Authentic assessment is often much more relaxed.
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Question #2 is on its way!
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Yes, and really, they're doing this everyday. Maybe more "assessment" needs to be observation based?
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Welcome to Great to have you join us tonight!
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What do you think is the critical factor in an assessment being authentic? https://t.co/Ikn62v5URS
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A1: Traditional assessments can be overwhelming & stressful for both Ts & Ss. Authentic assessment is often much more relaxed.
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Agreed. So much of my life is spent thinking of assessment. The why, when, how of it all.
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Argh! I think the power supply on my computer died! Edtech coach from . Late, but better late than pregnant!
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Yes. Good point. Plus some students may be able to verbally explain something but can't get their idea on paper.
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I really agree. Observation is so powerful and honouring it honours learning
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Oh, and ? My favourite thing about ed is people!
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A2-I just started using e-portfolios to document and share learning w/ families. It's totally transformed my sharing.
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A2. Parents can view their child's marks any time online with PowerSchool.
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A2 Provide opportunities for Ss to understand assessment/evaluation and how to talk about it
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Because assessment is ongoing the communication about assessment should be too. Email updates, quick discussion at pick up etc.
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Good to have pop by. How's the journey going?
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A2: A reporting system is needed to communicate the complexity of learning. Portfolios, phone calls/ emails/ Facebook grps
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Q2 2nd term parent teacher conferences tonight, telephone calls, email, notes, face to face meetings - no surprises!
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In Kindergarten we have a whole (mandatory) conference to meet and chat and give results from the EYE https://t.co/QNwYbtO05B
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Do you feel your gradebook tells the story of learning enough? I have been thinking about this. https://t.co/L8hh7ng9Bo
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A2. Parents can view their child's marks any time online with PowerSchool.
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A2. One of the great things about teaching adult education is that I just communicate directly with the students.
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A2: I'm just starting to get more classroom experience so I haven't developed relationships with Ps yet-Interested to hear ideas
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A2: Have Ss be part of the reporting system instead of being the topic of reporting is so important. It's their story to tell
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A2: SeeSaw, Homeroom, ongoing/regular communication with parents.
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A2 Also, have students take part in the making of assessment criteria. Ss can communicate this to families
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I don't. As a gr 2 T, it's very difficult to assign a mark or grade to the process of learning to read and write.
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I keep thinking about ways to really tell the story instead of just the "ending"
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A2: Fear. Followed by anger and resentment. And don't get me started on the students!
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Q2 class dojo in some classes also. Nothing beats the face to face meeting when you can clearly explain context of assessment
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I think even little people can be part of our assessment conversations.
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A2: Sharing assessment info can't be about a number/grade. We have to find ways to share Ss learning journey or growth with Ps.
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I started e-portfolios 2 months ago and see great growth. I can only imagine how powerful from Sept-June
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A2: My division wants all tchrs 2 keep uptodate grdbook using Ss info syst, parents can check. I do, parents rarely check it
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When students understand, they often do the best job of helping families understand! https://t.co/iV9JPaOGVY
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A2 Also, have students take part in the making of assessment criteria. Ss can communicate this to families
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I am currently in an assessment course at the U of R, and it has made assessment seem less daunting.
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One of my favourite parts of teaching is working with families. Nurturing those relationships is invaluable.
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A2 - portfolios and home communication are important - we can communicate in so many ways. Needs to be consistent.
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Question #3 is about to make its appearance!
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Maybe not, but I try to communicate with parents that if they ever have questions or concerns to contact me
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That is exciting. Students also really love seeing their learning documented. It's a celebration
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Bleh. Against this protocol on so many levels.
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A2- Ongoing communication with Ps about all aspects of a child's education is necessary. Regular calls home, emails etc.
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A2 - In a world of constant communication - once a semester/term communication is no longer acceptable. Open the virtual-doors
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A2 My Ss share a lot of work on their blogs as dig portfolio. All can see/comment. I comment w/form assess, but no marks posted
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And they take ownership when they are creating and sharing for a larger audience.
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Us too. Can track parent engagement. Much work to do to move assessment away fr "big event" 3-4 times a year.
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That is good news. The hardest part is we don't assess how we were assessed. It can feel so new! https://t.co/v7q2ZbG5Bl
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I am currently in an assessment course at the U of R, and it has made assessment seem less daunting.
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Nothing like authentic purpose!! https://t.co/peCTYz35pi
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And they take ownership when they are creating and sharing for a larger audience.
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Agreed. Just doing my job, though!
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A3-Have Ss self-assess throughout the process of learning. Not just on the final product.
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We do this, too, and my own children check it lots (grades 9 and 12)
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Joining late after the constant hustle of report cards and conferences this week. 4-5 meetings were fine, but kept me alert.
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A3. Start small, maybe don't attach marks to some things to take the pressure away.
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I know. So many these we must do when we know & feel it lacks value.
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A3: Get them used to the idea of formative & self-assessment. When everything’s high stakes, it’s hard to take risks
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A3 Include practice/process asns as formative assmnts so Ss understand it's not for marks, but leading up to the summative assmt
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A2: Conferences tomorrow Kinder is having a celebration of learning rotate through "I can" statement activities, end w teacher
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I really appreciate the virtual opps. With my hearing impairment, I miss so much in a phone convos
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A3- S need to see assessment as part of the learning process, not an end to the lng. This will help them set goals for growth.
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We have had online access & progress reporting for 15+ years, it’s just not the “norm”. The tools are changing but not the idea
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Sorry some duties have come up! I will be lurking tonight! Keep up the great discussion!
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A3 just like instruction is differentiated so should assessment be. Challenge those who need it.
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A3. I let students rewrite assignments if a risk doesn't work out
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Agreed. Time to do away with traditional report cards. Received my children's today & learned nothing from it.
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It can be pretty good, if properly annotated. :)
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A3 Student voice - peer and self assessments! Allows Ss to reflect on their learning
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I think the punitive summative world has really decreased risk-taking.Better to be safe than innovative https://t.co/s7b12BshcX
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A3. Start small, maybe don't attach marks to some things to take the pressure away.
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A3: I think students should understand it is important learn from their mistakes.
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A3:We have to help those Ss to see that the journey is where the learning happens. Marks are just an end result of that journey.
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Hi I am Andrea FI LRTfrom Regina coming in late,
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I can't say I've had experience with it as a pre intern, but would love to try!
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A3: Do not put marks on assignments, only written feedback. My Ss are starting to stop asking for the "mark."
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A3 Assess more often formatively! Attach fewer mark (form OR summ) and give more feedback. Ask more questions.
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I strongly believe it's about the process and not so much the product at the end and I communicate that with Ss and parents
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A3: Build time into each day for exploration/innovation with no strings attached. Self-assessment/feedback only
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We are actually going to try it with grade ones this week. I will let you know if it is possible!
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I do this too. Students are allowed to redo pretty much anything. In the end it is the learning that matters.
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definitely part of the conversation. My 4-5 class relies on me to set the rubrics.
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See I'm not the only one who does it! https://t.co/GI8r7TMo26
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A3: Do not put marks on assignments, only written feedback. My Ss are starting to stop asking for the "mark."
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If lifelong learning is the goal, change assessment to fit - the learning process doesn’t end. Need to shift the mindset
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Better late than never! Grade 2 teacher from Moose Jaw
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A3: Weasal answer 2: Never let them learn to fixate on marks. Seriously I don't know where it comes from sometimes. Marks-whores
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I agree. We need to use assessment to promote further learning instead of ending it more often.
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I always hope that my comments give parents some sense of progress. Actual marks in Kindergarten? Not necessary
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A3 Stop penalizing students' overall grade for what they didn't know at beginning of unit! No more averaging of unit's work.
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This is pretty critical. Important that this is predictable so they take risks every time https://t.co/2mIPQtopSW
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A3. I let students rewrite assignments if a risk doesn't work out
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Brace yourself! Question #4 is waiting in the wings...
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A3. It's hard to do, I still fixate on my marks and I am taking as an in between grad class myself.
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Yeah, us too. And there should be NO surprises on a report card.
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And it took the teacher much time. How do we want to spend our time?
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some take to my well. Others need help integrating it into their work flow.
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This is a celebration! https://t.co/ABR77tm1qP
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A3: Do not put marks on assignments, only written feedback. My Ss are starting to stop asking for the "mark."
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Great point.I feel comfortable with DI but want to learn how to differentiate assessment better. https://t.co/pVgcBeD2RO
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A3 just like instruction is differentiated so should assessment be. Challenge those who need it.
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Me too. I write ESSAYS in report cards. More meaningful.
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Ohhhhh. I missed what you meant. I thought you were thinking I should talk to my students' children:)
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Learning is recursive but students need help to see the connections
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In this day and age of teach we need our time to deliver engaging lessons and give insightful feedback
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A3: Another trick: Write assignment feedback on separate sheets & hand out assignments & feedback to group. They discuss & match
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A4: Use as a tool to build from-immediately show how it leads to growth (& higher grades). Explicit connection
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need to re-examine how Ts use time - re-evaluate our traditions - where they ever “good” uses of time?
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A4 build our students up. How boring would life be if we were all born knowing everything. What would we learn then?
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A4: Small group instruction, lets you pre-assess when introducing a topic and way more informal
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Q4-I try to explicitly explain why we pre assess in hopes that my Ss understand its importance and not worry!
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Take a moment to add other participants to your PLN!
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. know many Ts who don’t do give marks on assignments - just comments. It’s just not the “Usual”
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😑 yay! 🍾 a colleague steps into to join me!
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Yes, 1 assess. process doesn't fit all. If we're assessing formatively, Ss demo proficiency @ diff.times https://t.co/N6lhGgZHRh
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Great point.I feel comfortable with DI but want to learn how to differentiate assessment better. https://t.co/pVgcBeD2RO
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A3 just like instruction is differentiated so should assessment be. Challenge those who need it.
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A4- Ss need to see the connection between the assessment & learning. We need to focus more on personal growth & less on a mark.
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A4: Don’t make it cumbersome. Decide ahead of time what info you truly need to support learning.Have clarity of purpose!
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A4: We have to spend time fostering a growth mindset in our Ss. They need to believe in their potential for growth as a learner.
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Stay alive...here comes question #5!
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Love SeeSaw. Our entire school K-8 uses it.
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The "why are we doing it this way" is really important to understand and experience
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A4: If we never use it to adjust and differentiate instruction, it is a waste of time. Students will learn what matters
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A4 - End product is important but so is the process. We need to help Ss see pre-Assessment part of process to "shipping"
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A4: We have to share with Ss that assessment is just as much a tool for for Ts as it is for Ss. Assessment drives instruction.
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A4. I say straight out, "This is to help us figure out what you already know, and what you need to work on."
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Sorry Have to jump out. Thanks for the conversation!
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How can you tell me more? How can we take this further?
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A4: you can do it and not share the results (bad) or help them create their growth mindset through real progress.
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A5: The easy answer is "challange" but if often translates as extra work.
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Oh I love this. I wonder how many Ss know we USE assessment to make their learning experiences better?
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To me, this is the key purpose for assessment - to inform future goals and action. If you don't use it, lose it.
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It's gone beyond my expectations. What a great way to show S growth
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A5 - - What an opportunity for “Personal Learning and Development” - Should be part of the learning process!
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And when they see it as part of the process, the fears of assessment are alleviated.
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A5: Plan for enrichment ahead of time. Deepen learning (as opposed to moving to next grade). Confer with students
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I feel sad when I see teachers engaging in practices b/c they are "supposed to" and it is inauthentic
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they should because we should be telling them the process we use - being transparent with them.
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we'll score you a teeshirt next...
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A5 - Self directed learning, inquiry learning. Allow time for Ss to be their own teacher or teach another student
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A5: Identify possibilities for extension & let them go. Better yet, let the Ss find the possibilities
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Q5B: How do we assess enrichment?
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A5. We need to differentiate somehow, but it can be more difficult to challenge than to make it easier.
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Fear is something we all experience - but so is learning. Helping Ss see mistakes as part of the process is important for growth
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and kind of disrespectful to Ss. It's busy work and they know it.
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Get out of their way. This is my new mantra
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A5: Don’t ask them to keep practicing what they already know & can do. Allow them to explore an outcome more deeply.
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Do we assess enrichment? It’s not “extra-credit”!
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A5B the student who can take it further or teach the skill to a peer is Established on the outcome.
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True but I think assessment in terms of reflecting, setting goals, trying things has to be part of all learning.
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A5: Perfect time for DI. Teach them the next skill they need to progress in their learning path. Proficiency can't end learning.
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. schools are filled with “busy work” for Ts & Ss. Need to reconfigure the learning process.
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A5B: In less that 140 c's? You have to correlate the product with the traits of the outcome. Anything 'extra', formative.
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yes, and if the student is an independent learner, many easy ways to differentiate.
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A5: Acknowledge proficiency (notice them). Do not force compliance by assessing again when you already know. Assess differently.
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So true. Purpose has fallen by the wayside in our drive to "get work done."
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Then they can get more creative with that outcome and that's when the classroom starts to come alive even more
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A5- Differentiation is for all learners.Ss need to see that they each have a unique path for learning that can always go deeper.
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. but that’s part of the issue -how we define & use assessment. We are constantly assessing what we do to improve.
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Question #6 is ready to go!
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Exactly. Assessment is happening right this minute.
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Q6: How do we re-assess and avoid, “I am not going to try hard this time b/c I can do it again later? https://t.co/ne4ncJJAPq
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I'm interested in following the thread resulting from this question. Many outcomes to assess learning on.
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Perhaps another aspect is that Ts don't know extension or enrichment opps
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we’re focused on efficiency, productivity & bottom line. Sacrificing effectiveness on that altar!
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Please help us to meet your needs! Suggest a few topics for upcoming chats! Add your ideas at https://t.co/Pb4RPfrq02
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Yes, you have to think about possibilities ahead of time...with peers, with kids. Prepare. https://t.co/CQfBVY7iJq
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Perhaps another aspect is that Ts don't know extension or enrichment opps
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A6: be clear about when re-assessment will happen. Ensure we are measuring new learning (not corrections)
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A6: I'm not sure that is really a problem. Most only want to do it once.
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A6: Ss have the "burden of proof" to show they are ready to be reassessed. It's a demo of understanding, not a crapshoot
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A6: Feels like a trick but if the assessment is slightly different, Kinders try hard every time rather than "I already did this"
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but that should be part of planning - when Ts know curriculum - they can connect options
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A6 Possibly have both tries be part of the assessment or grade (if its marked)
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A6 continuing with assessment in new learning is key. https://t.co/oIG6v3vJyn
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A6: be clear about when re-assessment will happen. Ensure we are measuring new learning (not corrections)
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. I agree. I know personally I would rather do it good once.
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It has become a major problem here. Students are so sure they can re-do so they don't worry about their best effort
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A6: "Want to do it once, or twice?" I think Ss c the efficiency of doing it right, once, al/t some try 2 hard 2 be "efficient."
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The three key aspects of a business model which I am wary about in the field of Ed
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A6. Mostly my students would rather move on and not waste time, so this hasn't been a huge problem.
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A6 Have peer or self assmnt for the first try and teacher assmnt for the 2nd. Ss are receiving feedback and learning either way
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A6: Re-assessment co-owned by Ss.They have responsibilities, too. When it breaks down, revisit/clarify reasonable expectations
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A6. Maybe it legitimately takes S several tries to meet outcomes. Yes, it's more marking for us, but good for them.
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A6:We can't leave it up to one assessment. Ts need to be observing Ss progress/development daily. Use more authentic assessment.
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that is part of a mis-interpretation of “redo’s” that can cause huge issues.
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Are we presuming that Ts know and understand their curriculum? Some outcomes are so broad & general
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we assess process outcomes, so an enrichment continues that. I tend toward personal inquiries for enrichment.
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The final question is on its way! Be sure to follow people to build your assessment PLN!
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A6: Triangulation of data is important as well. It ensures that we are gathering multiple data points on Ss learning.
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they are already making their way through the schools in different guises.
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Triangulate assessments and use formative FB. This helps alert to inconsistencies
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A6- If we are using multiple forms of assessment, we will get a more accurate picture of Ss learning.
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that’s one of the key points to UbD & having Ts unpack curriculum - it takes time upfront
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very much a state of mind. No redo's can result in panic and discouragement.
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A7: Assessment is something I would love to learn more about. I look forward to having some resources from this chat
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Ss should be able to re-demo for sure. But something has gone wrong when it becomes a game.
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A7 Daily 5 and CAFE using ccpenseive.
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A7: Grad studies - U of L has a curriculum and assessment MEd. It's changed my life!
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Q7- Being about to share assessments with colleagues has been helpful.Also enjoy creating grade alike assessments in sm groups
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I was trying to follow along with on my phone, and that was nearly impossible. Next time I'll make sure to have my laptop ready!
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I'm surprised it is a game to them. My experience is neurotic self-doubt, constant questions to avoid failure.
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I agree. H/w when you are the only Sci Tr for most of Gr 7-12 sciences, that's a lot of unpacking!
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Such a powerful practice. Take time but the rewards are massive https://t.co/IvITmbe2X7
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Q7- Being about to share assessments with colleagues has been helpful.Also enjoy creating grade alike assessments in sm groups
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A7: Reflection. "Did they show me that they learned what I said that I was trying to teach them?" If not, why?
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Q7- As for professional resources... Looking forward to some ideas here!
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A7 My UofR assmnt class is using Making Classroom Assessment Work by Anne Davies. Im new to assmn/eval but have learned so much!
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I know. It caught me off guard. We have carefully crafted ways to respond with much success. But we had to talk openly
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A7: Finally, check out the https://t.co/CCaSdpy6Xi website and blog. Tons of amazing info on there! (a little self-promotion?!)
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LOL! We have lots to say 😉. There will be a storify later.
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That's why the did it collaboratively. Critical for building confidence.
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Great chat tonight. Thanks for sharing your fav resources! Good night!
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Thank you all for making time tonight to join the It was a privilege to be here. Thanks for the invite!!
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This was my first time doing the and it was a great experience. Thanks!
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A7: Any resource that speaks to conferencing with Ss is a great tool for gauging Ss learning/progress & planning next steps.
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I missed , but I am reading.
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A7- My Ss are a valuable resource when thinking about assessment. Observing, conferring, listening, & reflecting on needs.
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I really wish we would do that here as well. I might start sneaking in to your workshops😱
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Book Love by is amazing for MY and SR ELA teachers https://t.co/PtcmDOHHex
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A7: Any resource that speaks to conferencing with Ss is a great tool for gauging Ss learning/progress & planning next steps.
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. it is and helps when done collaboratively - still important for Ts to work through them.
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We'll post an archive of ! Thank you so much for giving your time to be with us! Your are Edu-Awesome! https://t.co/0dI5FLR7QC
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And use Tweetdeck or Hootsuite. is unmanageable otherwise. I blame and especially :)
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Everyone has to have a role. Even unpacking work and rubrics need to be used for planning.
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A3 This is me. I fixate on grades. Its extremely hard to take risks B/c you feel punished if you don't regurgitate teachers view
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Thanks for the great chat !
