Part 3 - Evaluation & Assessment

I like the distinction between testing and assessment. As a therapist, it mirrors that idea that we may have "baseline data," "treatment data" and "assessment data." The point isn't to focus on just one, or to focus only on the data, but to look at the whole picture. But without these data points, there is no picture to look at. 
Number three didn't resonate with me as I think there was too much focus on assessment. Kids do learn through fun activities, play, and discovery. i don't personally think every activity needs to directly link to "assessment." I think it should link to an objective, but as a therapist working with students who have delays, sometimes that "objective" is just exposure at first. 
While we use standardized tests 1-3 years, just using a subtest can be useful to look at progress over a year as it will show you how they compare to same aged peers. However, since we are mostly looking at delayed children's skills, I have found it very helpful to limit data collection to a smaller portion of my lesson so I can be more focused on my students when I am teaching. This is something I didn't always do and I ended up frustrated with how hard it is to teach and track data. I've tried using more technology based "assessment" but I have found that many students impulsively click without fully processing just to get it "over with." If it's something they really enjoy, like using a Kahoot to gather data, it's not always accurate either as they get excited and want to answer before others. These are all just considerations I would discuss with a new therapist.

After reading Grant Wiggin’s interview responses, I agree with many of his statements. He identifies some misconceptions about assessments and the vocabulary surrounding “testing.” He also simultaneously gives teachers strategies for creating effective assessments.

I resonate with his first response regarding distinguishing between testing and assessment. He makes it clear that teaching is a constant balance. Although collaborative and project-based learning is growing and effective for modern learners, I believe that check-ins, or “tests” are necessary for teachers and students to see growth through data collection. In my experience kids love collecting and analyzing their own data! Secondly, the third interview response also resonates with me, especially when considering mentoring. The idea of “backward design,” which aligns perfectly with the habit “begin with the end in mind” is so important for teachers to think about as they consider their objectives and activities. Without some sort of assessment, how will we know that students are learning what we want them to learn? 

I would share my strategy for assessing newcomer ENL students’ vocabulary with a new ENL teacher because this assessment is unique to my role as an ENL teacher and is separate from the school-wide Northstar assessments. In order to know if students are gaining new content vocabulary both receptively and expressively, I do daily check-ins before students exit my classroom. For example, I show each student 2-3 pictures each day and ask them to name the vocabulary word. I then identify which words they have retained and which they have not. Students then see their own data at the end of the week. I could more effectively use technology by using my iPad to collect this data on a Google sheet. 

Reflection on Wiggins interview responses:
I agree with Wiggins views on assessment. It's important to keep in mind that any assessment is a snapshot of  student learning and not a comprehensive picture. As educators we need to use multiple "snapshots" to accurately assess a students progress, growth and achievement. We teach children, therefore we must always remember to look at the whole child. 

I liked Wiggins response about backward design or beginning with the end in mind. It's crucial to know what you are trying to accomplish. Once this is established, the teacher can craft lessons, instructional methods and assessment that will get your students to where you want them to go.  Using the backward design helps prevent random acts of teaching.  

Wiggins says that testing is a small part of assessment. Testing is just one piece of the puzzle. One needs the to see the puzzle complete before accurately evaluating student learning. 

Beyond the article:
There are numerous ways to incorporate technology for both formative and summative assessment purposes. Additionally, many platforms can be used as early as kindergarten. For students, technology is engaging and enhances the learning. For teachers, technology is means for providing timely, individual feedback, as well as, keeping track of student growth over time. 

I definitely agree with Grant's Wiggin's interview responses. Even though I am not a teacher, and assessments look differently in my role, I think it is very important to look at the "whole child". Any assessment is a snapshot or just a portion of that whole child. When looking at psychological evaluations, or social emotional levels, we always recognize that during assessments, we only take a portion of an accurate statement of how child is. It is usually a pretty good snapshot, but it is still a snapshot. As a social worker, I like to be able to always come and observe my students in their natural settings (in class, in lunch, on the playground, etc.). Those to me are thoughtful assessments. This is because, most of the time in 1:1 counseling, my students show really good knowledge of social emotional skills. Many of my students can identify feelings, coping skills, impulse control techniques, etc. When I assess them 1:1, I can engage how well they know the material. However, for me, it is important to see them in their natural settings to see how well they are applying the skills and generalizing them into their settings. I think that is a big component that I will share with my intern. It is important to spend some time observing and assessing the students outside of the clinical 1:1 setting. At the beginning of the year, throughout the year and perhaps even at the end of the year. As a social worker, a true assessment is taking a look at the whole child and being able to observe them across all settings to better know where their strengths lie and where they may need more assistance/guidance in those "on the spot" moments of struggle. 

An effective strategy for assessing students is the use of formative assessments through quick, informal checks for understanding during a lesson. For example, you could use exit tickets, where students write down one thing they learned or a wondering they might have. This gives the teacher the immediate feedback on what their students are grasping and where they may need more support, allowing the teacher to make adjustments to their instruction in real time. Incorporating Technology in Assessments:

1. Digital Portfolios: Using platforms like Seesaw where students can upload their work throughout the year. This allows you to assess their progress over time and gives students a chance to reflect on their learning pathway.
2. Video Reflections: Have students use tools like Flipgrid or iMovie to record short videos reflecting on what they've learned about a topic. This can be particularly useful for assessing oral communication skills and understanding beyond traditional written assessments. This engaging way to showcase student learning provides a way for students to be more creative as well.
3. Learning Management Systems (LMS): Use platforms like Google Classroom, Canvas, or Schoology to assign and collect work, track grades, and provide personalized feedback. These systems also allow for easy integration of various digital tools and resources.

Each of these methods allows for a variety of assessment types for a wide variety of age levels—formative and summative—while making the most of the technology available to enhance learning and provide more personalized and meaningful feedback.

After reading through Grant Wiggins interview responses, I find myself agreeing with a lot of his thoughts/answers: testing is a part of assessment, looking at the end goal (assessment) helps to build lessons within the unit, and yes, SAT’s are aptitude tests that measure general knowledge and do not measure effort students put forth to reaching their goals/objectives. However, I don’t how to agree with performance assessment because for the past 19 years I have taught courses linked to state exams. I have never given much thought to project-based learning (or authentic assessment) because the days on a school calendar and the number of days needed to get through curriculum are almost equivalent. I love the idea of creativity and showcasing knowledge with real-world context, but I have never experienced this type of performance assessment. 

When asked, “What distinctions do you make between ‘testing’ and ‘assessment’,” Grant Wiggins explained that testing is only a piece of assessment. I agree with his response.  In a typical unit of study, I assess my students on a daily basis with anticipatory sets, student participation, closing activities, mini-quizzes, etc. Given another question, “How can technology support and enhance assessment,” Wiggins says that “…assessment is more than just quizzes and tests.” My students have used IXL and THiNKtech, and hopefully more apps like Quizlet this year, to answer questions and check their vocabulary understanding.  What I love about technology is the instant feedback they get while I’m helping a student across the room. 

To help a new teacher with quick, daily assessments, I would introduce them to THiNKtech. It’s a powerful app because on the educator backend you can see how every student is responding.  Are a majority of the students selecting the right answer or are most getting caught up with a particular step in the problem. It also allows them to match vocabulary terms, sort cards into categories, answer true/false statements and more. Without having to sort through paper copies of an opening activity or exit ticket, this app can provide the teacher with instant information about this students in his/her classroom.  

Overall I agree with Grant Wiggins' interview responses.  I agree that testing is just one part of the whole assessment picture. There are many ways to assess student learning, and we should make it a priority to create authentic and performance based assessments for students. A couple of Wiggins' responses resonated with me:
Why is it important that teachers consider assessment before they begin planning lessons or projects?
Wiggins notes that one of the challenges teachers face is being an effective designer. By this he's referring to the fact that good designers think about what they're trying to accomplish, then come up with a combination of the content, instructional methods and the assessment. Teachers need to essentially do the same thing, and it is called backward design. By using this method, it forces us to think about our end goal and what we want our students to learn or be able to demonstrate. By thinking about what evidence they will need in order to "prove" their learning to us, we can then design/create activities and determine which instructional methods will be most effective. 

Standardized tests, such as the SAT, are used by schools as a predictor of a student's future success. Is this a valid use of these tests?  I completely agree with Wiggins statement that these tests do not predict future performance or success. He notes that ETS and the College Board are quite clear about what the SAT does and does not predict, and it basically just predicts freshman grade point average in their first semester. He also mentioned that there's plenty of studies to show that grades in college don't correlate with later success. I also agree with this statement. I know many young adults who struggled with test taking and therefore didn't have a high GPA in high school or college, yet went on to be very successful in their jobs/careers and life in general. Also, I had not known that the SAT was invented as an aptitude test (general intelligence), rather than an achievement test linked to curricula. 

4. Beyond the Article:
I would suggest to a new teacher to use a variety of assessment methods and tools on a regular basis, and avoid relying only on one method or summative assessments. Using formative assessments on a daily basis is not only necessary for IEP data collection, but also critical to identifying learning gaps and adjusting instruction accordingly.  

Reflect on Grant Wiggins Interview Responses:
I agree with Grant Wiggins responses to assessment. In a nutshell Wiggins contends that assessment is way to audit student learning. He cautions that we use more than one tool to evaluate a student learning. One single test just gives a snapshot of the student. We need many snapshots to get a comprehensive view of a student's progress and achievement. 

Reflection on Wiggins Explanation of Authentic Assessment: 
There has been a lot of confusion about authentic assessment. Grant Wiggins helps us to understand what it is and its purpose. Grant explained that authentic assessment was devised to mimic the real world work that employees would produce. This kind of assessment is often project based rather than fill in the blank or multiple choice. The purpose is for students to have an understanding of the kind of work that will do as an adult in the work force. However it is important to understand that project based assessments may not be best suited to evaluate a student's individual performance. This is where a standardized assessment would come into play. The big take away is to understand the strengths and limitations of various assessments. Also, the type of assessment should always be aligned to your purpose. If your purpose is to give kids real world experiences then project based projects are most suitable. If your purpose is to evaluate an individual's skills then a more then a test with fill in the blank, multiple choice and short answers is best. 

Reflection on Wiggins Distinctions Between "testing" and "assessment":
Wiggins contends that testing is a small part of assessment. It is like one piece of the puzzle in composing the big picture of a student's overall achievement. Many measurements are needed to accurately evaluate a students progress.

In addition it is also important to make the distinction between tests and project based assessments. Tests are useful in pinpointing concrete knowledge and specific skills of an individual student. While Project based assessments should be used to measure the work of a team as they are often collaborative.

Identify one strategy you use for assessing students:
I really like using the Think Tech based plat form for evaluation student learning. Think Tech offers multiple ways to test students and tap into various learning styles. A teacher may design various assessment including: Quiz it, Sort it, and Sketch it activities to measure learning. The other great feature is Think Tech will collect data and show an item analysis for individual students as well as the class. This assessment has helped to inform my instruction. I can easily see through the data what skills and concepts have been mastered and which ones I need to reteach. 

I agree with aspects of what Grant Wigg discussed in the article “Defining Assessment” because he puts focus on more meaningful and authentic forms for teachers to incorporate assessment into education. First, the fact that he indicates that traditional tests like standardized tests, do not fully capture a student’s understanding or ability to apply knowledge. I think that there should be more focus on student-centered learning where our assessments reflect real-world skills so we can provide our students with better feedback. We know that not all students are good test takers for a variety of reasons like: test anxiety, time constraints related to assessment, format of the test not aligning with how a test is formatted, or the ability to memorize concepts as opposed to a deeper or more critical understanding of the material. An aspect that I disagree with is that not all subject areas will have as easy of a time implementing authentic assessments into their curriculum. For all teachers to get on board with this approach there would be a significant time commitment so that planning is appropriate. 

Personally, I use project-based learning in my courses to actively engage students in real-world and meaningful projects. It promotes deeper learning as students are asked to critically think and solve more complex problems rather than simply memorizing facts, they are asked to apply their knowledge in new ways thereby demonstrating their understanding of the material. I can bring real-world issues/challenges into the classroom to ensure that the experience is more relevant and engaging for students, so they see the practical value of what I’m presenting them with. Many of the projects require that the students choose or design their project based on interests so that they have more motivation and increased engagement as they have a greater sense of ownership in their learning. 

I include technology in my classroom through digital platforms like Google Forms, Kahoot for exit tickets, quizzes and quiz preparation. We have digital portfolios that allow student to showcase their work and track their progress throughout the year. Our projects/presentations are created using Canva, Google Slides, PowerPoint. Group work is completed using Google Doc and Google Slides to encourage collaborative work. I would encourage new teachers to try a variety of technology once they are comfortable with the curriculum as it will be less stressful to try at that point. Should something go wrong with technology it will be easier to recover from an issue. They should feel comfortable asking their peers for suggestions on technology that might make their preparation for courses easier.

Overall I’d say that I agree with Grant Wiggins’ stance on assessments. The section about Testing Vs Assessments - the way he says “it’s like a small piece of a bigger portfolio” and that it’s not the end all be all, aligns with how I view assessments & testing as well. Tests have their place and the choice of assessment will vary on material being assessed, objectives, students’ abilities, their backgrounds, etc. It’s difficult to determine a general statement about the various assessments because there’s a time and place where they all could be appropriate. But overall, it’s important to measure what the students’ have learned to ensure the objective is being met. The other section that stood out to me is the section regarding Standardized Testing. I agree that it serves a narrow focus & purpose. It was interesting to read the stats on the results being measured and what it indicates (or fails to indicate) about student success in the future.

1. Beyond The Article:  Identify one strategy you use for assessing students that you would share with a new teacher? Here are some items you might wish to consider: 
1. In what ways do you now incorporate technology in your assessments of students? For me the most effective form of assessment and evaluation is my students’ daily writing. I use technology heavily in my classroom; the kids take a picture of their daily writing and submit it to me on SeeSaw so I can keep an ongoing record of their work. It’s helpful to see - in real time - what their strengths are in writing & word study and what next steps are. I’m able to provide immediate feedback on SeeSaw - and it also gives their parents a chance to see their work & my feedback as well. I don’t know what I’d do without SeeSaw!!
2. What resonated most with you in the article about the importance of thoughtful assessments of your students? What resonated with me the most from the article is the paragraph that talks about how assessments aren’t just measuring the students’ reading & math, but also the skills that they’ll need to be successful. Thinking critically, analyzing, and making inferences are all necessary real world skills, so different forms of assessment should be carefully chosen by the teacher to make sure it provides insight into where the student stands in practicing these skills.