I spend a lot of time thinking about assessment, not just because I hate marking (which I really do), but because it determines so much of what I do as a teacher. As a less experienced educator I actually dropped content that students loved from …
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Strimming, weed whacking, weed eating, call it what you like, it’s a crazy process. Take a piece of nylon string, use a 2-stroke petrol engine to spin it around real fast, and then use that force to hack away at vegetation. As part of my …
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Printable Version (PDF)So, what's changed? Well, after a year of experience with student self assessment using the original guide, I have come to the following conclusions.
- Self assessment is great, and students really learn a lot by revisiting concepts learned, and writing about them. However, students get bored of self assessment, so using it more than 3 times a year with one group is not so great. The assessment tool should thus by more general, useful for teachers and peers to use.
- The old guide was based around "strands", which were essentially high level learning outcomes. The new guide focuses on "attributes", as I really want to be centered around the kind of students I want leaving my course after three years. The two schools I am involved in (ICHK Secondary and ICHK HLY) include formal ICT learning from Years 1 to 9, and we have tentatively decided to use these attributes across the entire age range. Hopefully this will lend consistency to what we are doing, allowing us to be more effective.
- In the original guide there was mapping from the ways of learning (a Bloomsian set from knowing through creating), allowing these to be turned into numeric scores. This was never ideal, as it is too reductionist and focuses attention on the grade, not what has been learned. The new version dispenses with the levels, and just focuses on the ways of learning. It has been tentatively agreed that next year I can experiment with reporting the top way of learning achieved in a particular piece of work. Hopefully this will help
- The old category of "becoming" connotes a moral element to what is being taught, and means assigning levels based on my own world view. Whilst I might find this appropriate, others may not. This point was raised by Toby Newton, and whilst I was initially hesitant, I can see the value of his point that we need students to be more critical of what we say, not just accepting and applying everything automatically.
Try as I might, there are some things I simply cannot teach without a fair amount of talking. I can throw in some visual stimuli, get the kids involved in discussion, add some inquiry and generally try and be student-centered…but there are just too many …
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