I dare to support the authors’ arguments when they expresses that teachers are not used to thinking like assessors; they are “far more used to thinking like an activity designer or teacher” (P. 150). In other words, we usually and maybe unconsciously jump to Stage 3, i.e. design of lessons, activities, and assignments without first asking what performances and products we need to teach toward. While reading I actually realized how creative I am at the moment of design activities and assignments, but I have to admit that they do not always really assess big ideas. Let’s face it; it is hard to create true understandings and transferability. Wiggins and McTighe make teachers to reflect on three questions in order to aid in thinking like assessors:
“What kinds of evidence do we need to find hallmarks of our goals, including that of understanding? What specific characteristics in student responses, products, or performances should we examine to determine the extent to which the desired results were achieved? Does the proposed evidence enable us to infer a student’s knowledge, skill, or understanding?” (P. 150)
I like the analogy the authors use regarding seeing effective assessment as a scrapbook as opposed to a snapshot (P.152) and the use of authentic, real-world assessments that will help students transfer their understanding of material. Skills need to be practiced in order that students can perform in the authentic assessments.I have been reflecting a great deal over my own education and I have identified a few memorable assignments that I really felt demonstrated my understanding of the subject matter: those in which the situations that I had to solve where real, useful and challenging. I also found really interesting the use GRASPS (P. 157-158) in order to frame the assessment. It could be very useful at the moment of reflecting on, designing and applying any sort of activity and maybe also assessments.
The notion that we need to understand a student’s thought processes, not just check to see if the answer is correct may lead us to the real objective of assessment but what worries me it’s the issue that students use to think just about the mark especially when our educational system and schools seem to be in the same way.
Hi my friend!
ReplyDeleteI was thinking about what you and the authors said about us teachers not thinking like assessors...
I don't know what your experience was, but when I was studing evaluation was one of the weaakest subjects I had, in fact I think that the concept of "assessment" didn't even exist yet.
I remember that we just had a brush of what "valid" tests shoul be like at that would be all I can remember.
I think teachers have to be trained on assessment from the very beginning, since it is one of the professional skills all of us should have.
Thanks
Vicky
You have described our assessment approach quite well. Probably due to time factors we are only concerned about checking if answers are correct or not and we, usually, forget that the most important aspect of our job is to make students think and, of course, understand.
ReplyDeleteI think we are still immersed in a grade purpose culture. Everybody, teachers, students, administration staff, etc... is worried about marks and not about gathering understanding evidence.
The only way to change our current reality is start transfering to our students the real importance of understanding content.
Hi dear Macarena!
ReplyDeleteI completely agree with you dear Maka when you said that probably and unconsciously we teachers skip the first steps and go directly to the third one where we are supposed to design activities and exercises, which, in my personal opinion, is absolutely true. Sometimes we are so worried to make funny and entertaining activities in order to engage our students and make them feel motivated that we forget the main purpose which is to make them THINK of and about the big ideas that are involved in our teaching. But unfortunately we do not count with that time to mix good activities with big ideas and obviously we were not trained to do so. Therefore we have many factors that play a crucial role that goes against our teaching. However, now we are aware of this information, it is our duty to carry it out.
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ReplyDeleteMacarena:
ReplyDeleteIn our country, tests such as PSU and SIMCE really show that the main objective of them is related to marks. PSU assesses contents seen during secondary education where signs of big ideas and critical thinking are not present. The same situation occurs in SIMCE because it measures contents seen in primary Education. In spite of the fact both tests have the purpose of contributing towards the improvement of the quality of education, they are not interested in the learning process of students regarding understanding. In this sense, the authors of the book are right to say that teachers are not used to think like assessors.
Dear Macarena,
ReplyDeleteThe truth is that real-world assessment depends only on us. We can complain that resourses do not encourage nor foster transferability or communicative situations that lead our students to make use of the language, yet as you mentioned, you were able to design a successful class. It is possible if we spend some time away the horrible grammar textbooks and let ourselves free.
Hello Macarena,
ReplyDeleteWhat Vicky has just said is absolutely true.We all know that.Sad but true.Aniway,as the authors said we do waht we do unconsciously,because we were educated in a system where marks were important.Tests were, are and will be relevant always, just because is the method we are more familiarized with.
I think assessment is something that we need to accept and adopt in our everyday practices rather than avoid and be afraid of.
Macarena,
ReplyDeleteI also feel a bit guilty about being a negligent assesor. I might jump to the stage 3 of designing without paying attention to this vital aspect of assessment. On the one hand, it is obviously part of habit that we do it, and, on the other hand, due to the forward planning we have adopted historically. Amazingly enough, if we dare to take up Wiggins' backward design we could literally solve most of our assessment problems.
It is also true that most of us, teachers of English in Chile, have received little training or nothing at all, all of which has resulted in a poor assessment practice. But, despite of this, professionally speaking, we have get updated. Needless to say, backward design can help us greatly in order to evaluate big ideas and transferability.
Hi Maca!
ReplyDelete"... we need to understand a student’s thought processes..." How difficult and how important to carry out this idea is. Sometimes, we are more worried about testing, finishing textbooks, fulfilling the parents and school expectations which not necessarily are the desired expectations for our students. To think of our students as individuals, with a different process and pace. And many times those personal differences are not considered when assessing, especially with all the standarized measurements that seem to be so fashionable nowadays.
Whenever I read these articles I recognize their purpose is to make an integral upright professional of the education. But I think sometimes the same articles demand too much or maybe we demand too much from ourselves in a very difficult moment of our lives. First, we have to forget of lecturing our students; no more teacher-centered classes. Second, start thinking about our own beliefs and go against them when they damage your students. Third, try to make your classes motivating for your students (don't be boring!). An Now, we have to thing as assessors or judges looking for evidences of understanding. Isn't it too much in only two years? In the meantime, we should try to do our best as long as do not damage our health and the students understanding. I do not care if I am criticized for what I am going to say, but I won't sacrifice my happiness, mental health and being with the ones I love because I am demanded to be entertaining, critical, thoughtful, etc.
ReplyDeleteStep by step... little by little...