Module 6 Assessing the Process of Learning
Get Oriented
“Learners need endless feedback more than they need endless teaching.”
-Grant Wiggins
We all know how important formative assessment is, but what does it look like to truly assess the learning process? How can we allow students to explain their thinking to give us a holistic understanding of that student’s learning? This module explores how to empower students to use their voice in the learning process to give us a full picture of their learning while it’s happening.
Module 6 explores how to use various formative assessments strategies to get information about the learning process in distance learning. We will consider:
How can we assess students in ways that give a complete picture of their learning?
How can we leverage audio and video in our assessments?
How do we provide immediate feedback and intervention to decrease the time needed for our feedback loops?
Each module in this series encourages you to customize your experience to what you personally need. Pick and choose what best applies to you, your context, your comfort level, and your learners. Along the way, leverage Slack for questions, connections, and further resource sharing.
Ideally, please explore Module 6 prior to your cohort’s Zoom meeting. Your Zoom opportunities in Modules 1 through 8 are office hours where your facilitator will go deeper into module topics, structure opportunities to connect with others on the work you’re doing, and provide time for Q & A. Previewing the modules prior to those Zooms will help you maximize your time.
2. Read & View
"Because understanding develops as a result of ongoing inquiry and rethinking, the assessment of understanding should be thought of in terms of a collection of evidence over time instead of an event—a single moment-in-time test at the end of instruction.”
~ Wiggins & McTighe
Assessing the process of learning really captures the essence of the difference between assessment OF learning and assessment FOR learning. Often when we wait until after the student has completed an activity or learning process, we’ve missed a key moment in capturing and redirecting misconceptions before they get confused as the truth or bad habits are formed regarding skills. Not only that, but it helps get a more complete picture of the student’s learning when we assess them during the process to watch not only WHAT they are learning, but HOW they are learning it, too.
In distance learning, we can intentionally plan for assessing the process of learning, even though we can’t have those quick face-to-face check-ins. Classrooms that assess the process ask:
How am I empowering students to use their voice in the learning process?
How am I encouraging students to be self-reflective and engage in metacognition?
How can I provide feedback to students during the learning process to push their thinking and redirect as needed?
The resources below offer insights on facilitating meaningful assessment of the learning process with students.
The resources listed here invite choice. Read and view what seems most applicable to your learning and your practice. Just click on the buttons to visit the article sites and view the short videos
READ IT
Assessing the Learning Process, not the Product - Will Richardson
Student Voice Infused Assessment: Conferencing - Trevor Mackenzie
4 Steps of Student Self-Assessment - Edutopia
Students Should Share Their Process, Not Just Their Product - John Spencer
VIEW IT
John Spencer discusses empowering students to own the assessment process
Using screencasts for assessment of student thinking.
Reflection forms for assessment.
3. Reflect
Module reflections are self-directed opportunities to synthesize what you've explored and to consider your own practice. These are fast journal entries to invite new thinking and to inspire action steps.
It’s not teaching that causes learning. It’s the attempts by the learner to perform that cause learning, dependent upon the quality of the feedback and opportunities to use it. A single test of anything is, therefore, an incomplete assessment. We need to know whether the student can use the feedback from the results.” ~ Grant Wiggins
Take a moment to process how you could make the process of learning more explicit and visible in your assessment practices. In quick bullet points, respond to the following prompts:
How could you use the tech tools you already know to allow students to use their voice in the assessment process?
How can you incorporate metacognition and self-reflection into the learning process?
How can you provide feedback during the learning process, even during remote learning?
Read over your quick responses. Where do you see room to grow? What is one way you want to improve your feedback practice?
The “Practice” section that follows offers strategies and ideas to try out. Does one align to your reflection?
4. Practice
Exploring this module with colleagues? Consider collaborating on one of the practice activities below and share feedback to one another on your experiences.
The following exercises are short action steps that offer you optional resources and activities to support your work in providing effective feedback (both for learning and wellness). Consider trying one (or more!) out this week to enhance your practice. To reveal the instruction, click on the “TRY THIS” title(s) that interest you.
+ TRY THIS: Set Up a Weekly or Daily Self-Reflection Form
Using the video about the reflection forms linked in the “Read & View” section as a guide, create your own self-reflection form for your students to use at the end of a day or week to engage in metacognitive processes.
When you create your form, think about the following things:
- Am I requiring students to clearly articulate what it is they’re trying to learn?
- Am I asking students to evaluate their progress, as measured by a rubric or criteria?
- Can I have students provide/explain evidence of their learning?
Don’t forget to head into Slack and share your ideas!
+ TRY THIS: Learn a Video and/or Audio Tool to Gather Oral Assessment
We know that video and audio is incredibly important in the assessment process, but sometimes we don’t have all the tools we need to make it happen. This is your chance (encouragement?) to make it happen.
Check out one of the following tools and play with it until you get the hang of it:
Have another idea for a video or audio tool? Go for it! Think about what your students already use, and see if there’s a way you can learn how to leverage that. Are they already using their phone’s audio recorder? Are they uploading things to SoundCloud?
Once you’ve learned your tool and gotten some new ideas, don’t forget to share them in Slack!
+ TRY THIS: Create a Feedback Loop
A feedback loop is the name for the process we engage in when we gather evidence from a student, provide feedback and then allow students to re-engage in the learning. This isn’t new, but the way we can enhance this process is by automating the process. This means that when students attempt to demonstrate their learning and they get something wrong, they are pointed to a resource right away for reteaching and engagement back in the learning. There are a few different ways to do this.
One option is to use Google Forms’ “go-to-section” feature. To learn more about that option, watch this video.
Another option is to use a slide deck (PowerPoint, Google Slides, etc.) where students can click on certain options that take them to specific slides with more information on them. To learn more about this technique, click here.
Have another idea? Go for it! No matter what it is, try to think about how you could provide resources in the moment to facilitate the learning process.
Once you’re done, share your new ideas in Slack!
+ TRY THIS: Mind-map What a Portfolio Assessment Could Look Like
Portfolio-based assessment systems can be absolutely incredible. The idea is that the student compiles their work together, curating the best examples that they could use to demonstrate their learning. There is usually, at a minimum, a section for student work and a section for them to reflect on their learning. This takes the product of learning and fills in the gaps to allow teachers to see the process and the thinking behind the product.
For more ideas around this, read “The Purpose of Building a Portfolio Assessment” by Derrick Meador.
What tools are available for students to build a portfolio? Talk with your district technology department, however popular tools are:
- Google Sites
- Blogger
- Canvas Portfolio module
- Microsoft Sway
- Schoology Portfolio module
- SeeSaw
When you’ve finished, share your new ideas in Slack!
5. Dive Deeper
If you have time and interest, explore these optional resources for more feedback rich inspiration. Also, check Slack for what your cohort is posting to extend one another’s learning.
Strategies to enhance student self-assessment - Assessment for Learning
Student Portfolios as an Assessment Tool - Emma McDonald
Meet the Single Point Rubric - Jennifer Gonzalez
Chapter 1. The Types of Portfolios -Charlotte Danielson and Leslye Abrutyn
Episode 87: Moving from Feedback to Feedforward Cult of Pedagogy Podcast - Jennifer Gonzalez and Joe Hirsch
Authentic Assessment Toolbox -Jon Mueller
6. Share
Click to access Slack
How can you extend your own learning and the learning of others with a post in Slack? Before moving on from this module, turn to the Module 6 channel in Slack. Consider sharing in that Slack channel aligned to one or more of these prompts:
What are some of the best ways you’ve helped students reflect on their own learning?
How do you use (or plan to use) student voice as part of the assessment process?
What are ideas you have for using portfolios in your classroom?
What are some ways you can provide feedback to students during the learning process, especially in a remote learning environment?
What skills do we need to build in students to help them take ownership of the learning process?
And then consider,
What is an idea already posted that you want to adapt and borrow?
Keep returning to Slack for support, resources, and extensions of learning. Make the most of that participant curated space and reflect on how a similar approach might support your students.
7. Review
Self checks for understanding help your students take agency for their progress and next steps. They provide affirmation that they are on the right track or insights to the questions they need to ask.
Take a moment to consider your own affirmations and questions:
Did you consider the way students are sharing their experience of learning with you?
Did you identify part of your practice that can be improved in relation to making assessment an ongoing process that students engage in?
Did you try out a new strategy for assessing the learning process or do you have a new strategy you hope to try?
Did you share in Slack or absorb new ideas from the Module 6 Slack channel?
Thank you for all that you are sharing, trying, and doing for your students!
NEXT: Feel free to move ahead to Module 7 with the goal of previewing Modules 1-8 before your corresponding cohort Zoom meetings.