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An Assessment Becomes a Learning Tool

Today I had the privilege of observing a Salem High School Algebra 1 Part 1 class being taught by Jennifer Shannon. I watched a teacher very intentionally make sure that her classroom assessment - in this case the test she had given the previous day - was used as a LEARNING TOOL instead of simply a GRADING TOOL.

Essentially Mrs. Shannon allowed her students to make corrections to their tests and earn partial credit as a result. This practice is fairly common. However, Mrs. Shannon added a few wrinkles to this common practice to ensure that students were doing more than just going through the motions of making corrections and instead were actually learning content not previously mastered.

To give some context, this was a 9th grade Algebra 1 Part 1 class taught in a traditional 50 minute class period. Algebra 1 Part 1 students at SHS - there are only about 30 - are the students who struggle the most with learning math concepts.

At the start of class Mrs. Shannon divided her 14 her students into groups. She explained to them that the groups were based on the types of errors made on the test given the previous day. So for example, one of the groups consisted of students who had had difficulty on the section of the test that dealt with properties. Another group consisted of students who had had trouble simplifying radicals. Another group of students all had what Mrs. Shannon termed as general problems. A fourth group had done quite well on the test.

Mrs. Shannon had one of the groups move to a separate area of the room and work with her student teacher. Another group moved to another area of the room and worked with the special education professional that cooperatively teaches with her. Mrs. Shannon worked with the remaining two groups, which included the one that had done well on the test.

In their groups, students were to rework the problems they had missed and ask for help as it was needed. They were allowed to use their notes to help them.

The students who only had a few corrections to make were given laptops. When they finished their few corrections they were to ogin to Quia and begin working on an enrichment activity that would prepare them for the next unit of study.

So what was especially AFL-ish about this that made it stand out? Good question. Here are some answers:
  1. Typically teachers will tell students that they can take their test home and do corrections on their own. Some will. Some won't. Some will do it just to get back points but won't actually learn the content better. Some might even cheat to get the right answers. Mrs. Shannon made sure that this assessment was a learning tool by having the corrections be a classroom activity guided by teachers.
  2. Mrs. Shannon clearly used assessment-elicited evidence to design her lesson. It was from the test results the day before that she was able to group her students so that they would receive the help and instruction that they need in order to learn.
  3. The entire activity occurred because Mrs. Shannon realized from the test that the students as a whole had not mastered the content. This test gave her the feedback she needed to know that if her goal was to increase learning she was going to need to find a way to reteach some of the material. The beauty of this activity was that it then allowed her to reteach to each student only what he or she needed.
  4. The idea of earning back points was not the major focus of this activity. The major focus was learning the material. In fact, because Mrs. Shannon made this a class activity I would bet that the outcome would have been almost identical if students hadn't been able to get points. In other words, this was about learning. The test the day before was used by Mrs. Shannon NOT as a way to determine the students' grades but rather as a way to determine their learning so that she could adjust her instruction with the ultimate goal of having her students learn.
In the hands of a skilled practitioner even a traditional and a routine activity like making test corrections can become a powerful AFL learning moment.
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Educators exploring ways to practice AFL in their classrooms will often find some parents and students a little confused as to exactly why teachers are doing what they're doing.  Unfortunately, over the years schools have conditioned people to view grades as summative in nature.  Many parents and students do not understand how to use feedback from a score or grade in part because they have not been given the opportunity to do so.  The feedback they received wasn't formative - it wasn't provided as a way to guide learning but as a way to determine a final grade.  The AFL practitioner, though, understands that students need to use feedback to guide and improve their learning.  Therefore, the AFL practitioner must be very explicit and intentional in how he or she trains students to use feedback and in how he or she communicates with parents about classroom expectations.

 

Recently, Jenn Shannon, a math teacher at Salem High School, shared with me an email she sent home to parents about one of her AFL practices.  I think it's a great example of intentional communication intended to educate parents about how AFL practices can help their children learn.  With her permission, here is a copy of that email:

 

Dear Parents/Guardians
I gave each student a rubric on Tuesday to help them self-evaluate how they are progressing in the given unit.  We have worked on filling in the rubric during class, but I encourage you to ask your student to see their rubric.  Students know that they should be striving to have mastery in each area on the rubric by Tuesday, November 1 (test day!) 
 I have attached a copy of what this rubric looks like and how they are assessing themselves. 
I hope that this rubric encourages the students to take responsibility for their learning, as well as provides them a tangible way to know whether or not they are really prepared for their test.
If you have any questions, please feel free to contact me.

 

 

I believe that we all have something to learn from a simple email like this.  Let's not underestimate the potential benefits of involving parents by communicating with them very directly.

 

On top of being a great example of AFL communication, Mrs. Shannon's rubric is also a great example of how to get students to assess themselves.  It's very similar to Anika Armistead's use of a science review sheet as it lets students know up front what they will be required to know and then gives them a means to assess their progress.  Here is a copy of Jenn's rubric in case you would like to use it in your classroom as well:

 

PDF version of Rubric11148392473?profile=original

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