Those of you who know me, know that I took a Research Methods course this summer, (a compulsory course for my MEd in Curriculum and Technology at UOIT), through which I struggled immensely. I have never been a strong math student and so interpreting statistics was definitely a challenge. You can read the specifics here.
My first assignment was worth 35% of my mark and when the instructor gave us the rubric, it did not have a Level 1 or 2. Instead, she said that if the assignment did not meet the Level 3 or 4 criteria, she would be in contact with us. What that meant exactly didn’t register for me because I have always done well in school and so it was superfluous information for me–or so I thought! Imagine my dismay when soon after my submission, I got an email from the instructor. My assignment could not be graded because it did not meet the criteria.
I was mortified. I cried. I felt like such a failure. (on a side note, I had a really great heart to heart with my 12 year old who told me this is how she felt when she got a C+ on her science assignment and how she wished my husband and I were more understanding. Gulp.)
And so, I contacted the instructor and we met virtually (Abobe Connect) to discuss my paper, my methodology, and what was missing. I was able to explain my thinking; she asked me clarifying questions and helped me to rethink my research methodology. I revised it and re-submitted it hoping for a B- at best.
Imagine my surprise when I received an A+!
No mention of the fact that I should be penalized because I was able to re-submit my assignment. No late penalty. Nothing but feedback that praised me for the revised focus and how well it now met the success criteria.
As a result, I approached my final paper with so much more confidence. I actually submitted it early, knowing that I would have a chance to revise it if I didn’t quite get it. Truth be told, the content was still a challenge, but my attitude had definitely changed. I’m not sure what my final grade is, and honestly, I don’t care.
I have been instrumental in helping teachers to understand Assessment FOR, AS, and OF learning in my District. I’ve got the theory, I’ve taught the theory. I think we all have the “theory”. We talk so much about Assessment FOR learning in Ontario (Growing Success) and how powerful it can be.
So often, it takes a personal experience for us to move beyond the theoretical to the heart of what truly matters.
I don’t teach a class, but if I did, the idea of leaving out Level 1 & 2 really appeals to me. Students need to create quality work and need to work at it until they do. The role of the teacher is to support students to get there. So simple, really.
What impact would having regular conversations with students about their progress and their learning have on their ability to meet with success? Are we still only valuing products to evaluate learning or do observations and conversations play as vital a role?
As a District Leader, what does the feedback loop look like? Do I push? or pull–do with? (a phrase I borrow from George Couros), providing support and feedback along the way to teachers with whom I am engaged in Collaborative inquiry? Do I help create an environment where learners feel empowered to take risks in the pursuit of learning? Do we engage in courageous conversations about learning that move beyond theory? Is the process of learning as important as the end result?
Here are other posts about Assessment by Ontario Educators in my Professional Learning Network which have in many ways influenced my thinking on the topic:
“Unleashing the Promise of Assessment FOR learning” found in Donna Fry’s post, Do Schools Create Non-Learners
Exploring the role of pedagogical documentation in Assessment FOR Learning, My evolving Thoughts by Aviva Dunsinger
Stepan Pruchnicky explores pedagogical documentation and the idea that grades aren’t the only things we should value in Numbers vs No Number
Would love to get your feedback (pun intended) and any other links you think will continue the conversation!
