Reflect after reading Chapters 12-14:
How do we check for understanding in a thinking classroom? What might formative assessment look like?
Consider the following questions:
- What is resonating with you from the reading?
- What caused you to pause and think during this section?
There were several things in these chapters that resonated with me and caused me to pause and think. When I look at many rubrics, as a teacher I am overwhelmed by the number of competencies, words in the description, and always have a tough time discerning the difference across the levels. I often find so many of my students are across levels versus fitting nicely in one or even two. I agree with simplifying and the idea of a continuum versus firm, structured levels. I can see this as being helpful across content areas. Self-evaluation has also been on my PGP and T-PEP reflections for each year as something I'd like to improve upon and this gives me a tool. :)
ReplyDeleteWith the focus on implementation of our new math curriculum next year in PLC+, it will be the perfect opportunity to develop a navigation instrument as a team and then tweak it over time. In theory, it sounds like something simple to create, but the idea of doing it alone (at the risk of overthinking) is a bit daunting.
I agree with the idea of looking at all of the data versus just factoring points to determine a grade. Adding up points (including outliers and early not knowing) isn't always a true reflection of growth and the individual student. I agree with the points (research) shared in the chapter on grading, but at the moment the table, code and analysis sounds overwhelming as well. Maybe this is another instance of overthinking and as the author mentioned will be easier once done.
I really like how the book talked about encouraging active participation in the creation of rubrics and encouraging self-evaluation throughout lessons. I think this is super helpful as students will have more of a buy-in to their own learning. Because I teach first grade, this might be something that takes a while to teach students to do. However, once they have an understanding of how to self-evaluate, I think it would be a useful tool to incorporate into lessons. I am not sure how I can incorporate the tables used in chapter 13 in my first-grade classroom. It seems a bit too complex, especially at the beginning of the year.
ReplyDeleteChapter 12 was interesting to me. Our rubrics have too many columns and are extremely wordy which makes me think they are very subjective and can be interpreted differently from classroom to classroom. As a teacher, I am overwhelmed by our own TPEP rubric so I can imagine how confused or disinterested students can be when they see a wordy rubric as well. Then, as I read and learned about the observation rubric, I found value in this to use for partner talk and group work, as well as the arrow showing it as a continuum. Engaging the students with the creation of a rubric will help them buy into it and see value in using it, in addition to being able to reflect on how they are doing. Chapter 14 made me feel frustrated because of the time constraints teachers have in a day. In our IM math, we have the checkpoint lists to use as an instrument in each unit to collect data on where a student is in the learning, however, I was unable to find the time to use it when a cool down was not used. I agree that the checkpoint is valuable but could not figure out how to use it to my benefit. I am open to ideas on how to best use this tool.
ReplyDeleteI found the ideas in chapter 12 around evaluating what we value really interesting! This idea of evaluating the competencies that are vital for students in a thinking classroom reinforces to students that these skills are important. I liked the idea of co-creating the rubric and keeping it simple, without all the headings and different stages in between. Having students use the rubric to self-evaluate as well as the teacher is so important.
ReplyDeleteIn Kindergarten we start pretty early evaluating our work and thinking. Circling our best letter, using thumbs up to the side or thumbs down for how we feel we know a new concept, and often times a simple color in a happy, straight, or question emoji works with the littles. I don't use a frowny face because so many associate that to being bad. I like using a question emoji because it means "I still am not sure and have questions." It takes time for the littles to really evaluate themselves so modeling helps a lot. I like Cindy's ideas with the stop light colors too.
ReplyDeleteI agree with the comments already posted, especially Kelly's description of our rubrics being extremely wordy and subjective. When I read this section (pages 214-215) about issues with rubrics that have lots of columns and information within them, I immediately thought 'This is exactly what is wrong with our district writing rubrics!' I would love to see these updated. I also pondered about the marking system on page 240 (checkmark, S, H, G, X, N) and adding an o (observation) or c (conversation) next to the checkmark. Instead of marking math work as correct and incorrect, I like how this marking system can help us further analyze what would normally be marked as incorrect into subcategories of silly mistake, attempted but incorrect answer, and not attempted. In chapter 14, I connected with the comparison of grades to choosing which sky diving employee you want to pack your parachute (page 257). I remember having this experience as a student and one of my own children had this experience in middle school this year. When students get one or two lower scores than they desired, then the rest of the semester they have to aim for perfect or near perfect scores to get their cumulative end grade to be what they want it to be.
ReplyDeleteChapter 12 really resonated with me. I really liked the examples of simple rubrics with an arrow to show student progress on a continuum. Less words/descriptors makes it more clear for students and teachers. The four column rubric leaves lots of room for subjectivity, therefor, differing grades between classrooms. The idea of grading what we value also stuck with me. As I was reading it, I was thinking these would be great ways to look at our future ready skills. I really like the idea of creating a “t chart” with the students and then turning that into a class created rubric. In chapter 13, I really like the idea of taking the end of unit assessments and creating a navigation tool like figure 13.3. I think this would really help familiarize myself and team with our new curriculum. It also lends itself to understanding what the advanced skills are and how we might be able to push those students that are excelling.
ReplyDeleteI liked the more simple examples of rubrics. Co-creating them together would be valuable, and help students take ownership of their own learning. I agree that students can become evaluators of their own learning and begin to see growth as mathematicians instead of just an answer being right or wrong. This also allows for them to create goals for continued growth as they identify and learn more.
ReplyDeleteAs many of you have shared, I also have felt overwhelmed by rubrics used to evaluate student work so I can only imagine how overwhelming and ineffective they would come across to younger students. I really like the idea of co-creating these rubrics when there is any type of behavior or habit that you would like to see improved in the classroom. The tip about taking ideas verbatim from the T-Chart seems so important so that students really do feel connected to it from start to finish. It seems even more vital with younger students who may not be able to read or recognize changed or edited words. In addition, creating rubrics that show basic, intermediate, and advanced skills for units would be so helpful. Having these would ensure that both students and teachers know where students are and where they are going.
ReplyDeleteI agree with many others above, Chapter 12 was very interesting! As I was reading the example of co-constructing the perseverance rubric, I loved how simple, student language can really produce an effective and student valued rubric. It reminded me of our schoolwide Cub Code posters that each classroom completes together. We share out what showing respect looks like and sounds like, I use student language and write individual students names next to the desired behavior to increase buy-in and participation. This living rubric is referenced daily, student's take ownership, and I add polaroids throughout the year. I am eager to try these co-created competency rubrics for our desired math thinking behaviors, specifically collaboration (figure 12.2). I can see a huge benefit to having these rubrics available to quickly stick on a vertical surface, a subtle hint for students to redirect their behaviors, without having a discussion.
ReplyDeleteI like the idea of focusing on just one behavior and creating a rubric for that behavior together. Having fewer words and simple pictures would be helpful for kindergarten as well. I think keeping it simple and focused on just one behavior will make the students better able to self evaluate accurately.
ReplyDeleteI really like the idea of focusing on one of competency to evaluate as discussed in chapter 12. I think that modeling and teaching theses competences (What does a collaborative worker do?) and relating them to the Future Ready skills would be a great way to tie it all together. I think that having students co-create them will help with buy in and allow students to really understand what is expected of them. I am still curious and wanting to know more about how we are going to use formative assessments for content. I like the idea of breaking it down into basic, intermediate and advanced but I don't know that I will feel comfortable enough my first year using the curriculum to create that type of rubric.
ReplyDeleteI really liked the idea of co-creating the rubric with the class and keeping it simple. In Kindergarten writing I use self-evaluation rubrics at the end of the year, and it was helpful to some, but others had a tough time with it. Modeling is important, and I think I have a better understanding on how to present it this coming year.
ReplyDeleteI recognized students I have worked with who would either benefit from not taking a test due to the anxieties that come from that, or that lacked the focus that was required with a test in a quiet room. In both cases, the students could show me their mastery of a problem in a different setting to provide the same result. While I am not able to alter the way that we grade in our small groups, we are much more focused in data collecting anyway. Concepts that are not mastered initially can be assessed again after a better understanding is seen. I like the idea of the rubric with the six indicators for my own collection of data. While I could not use that in grading students, I could use that to help me identify when a student has mastered a concept and when it would be best to assess them again.
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