What a Difference a Word Makes: Review

Stiggens, R., & Chappuis, J. (2006). What a difference a word makes: Assessment for learning rather than assessment of learning helps students succeed. Journal for Staff Development, National Staff Development Council, Vol.27, NO.1.

Reading this article brought forward a realization of how little I think about assessment in the classroom. I have devoted much time reflecting on the current state of education, specifically, the outdated Language Arts Curriculum, 21st century skills, or restrictive NCLB laws. Conversely, assesment has not been a major element of reflection.
In sum, the article encourages "assessment for learning rather than assessment of learning"(Stiggens and Chappuis, 2006). One aspect of the article that I found myself agreeing with is getting students involved in the assessment process. The authors of the article encourage students and their teachers to become "partners in the classroom assessments process, relying on students-involved assessmetn, record-keeping, and communication to help students understand what success looks like, see where they are now, and learn to close the gap between the two."(Stiggens and Chappuis, 2006). In my own classroom, students keep a grade sheet where they figure out their grades and keep track of their progress throughout the year. I find that keeping grades a secret from students until the end of a marking period is unecessary and somewhat elitist.

In addition to students' involvement in assessment, Stiggens and Chappuis mention four other essential aspects of successful assessment: clear purposes, clear targets, sound design, and effective communication. Most of the objectives for effective assessment are fairly obvious and what I believe effective teachers currently practice.

In Language Arts, majority of assessment includes writing samples which are incredibly time consuming to assess and grade. So when the article suggested that teachers "must figure out ways to comment on the quality of students' work and then schedule time for students to act on that feedback before being graded" (Stiggens and Chappuis, 2006), I was taken back. I was sure the next suggestion was for teachers to grow another pair of hands and an extra brain, yet the authors conceeded that it would be difficult to accomodate such practices on a regular basis. Unfortunately, this is old news. I learned to write by following my teacher's criticism and correcting my mistakes. Although I try to give my students the same opportunity, I agree that in addition to the myriad of tasks that already fill up the teaching day, this would be difficult to accomplish.

Furthermore, the article suggests use of learning teams where teachers can experiment with different types of assessment and collaborate with other collegues to improve teaching practices. I have always been a proponent of peer coaching and believe that peer collaboration is an integral part of professional development.

Although the article did not contain anything groundbreaking, the authors neverthelss agree that "if we don't begin this dialogue, this study of assessment for learning, we are relegating assessment to its accountability role and passing up its potential benefits to students." (Stiggens and Chapuis, 2006). While we have little power to change standardized testing imposed by law, inside our classrooms we can certainly maximize student acheivement through clear and effective assessment.

Video: Our Competition

Did You Know?? Reaction

Should I be scared? Are there people still out there that don’t realize that we live in a world that is not even remotely close to Shakespeare’s time, the 1800’s, and even England in the 1900’s? The music also made me think of a painted and angry Mel Gibson ready to slaughter the British. Are some of the numbers interesting? Yes, but this is nothing new, shift does indeed happen and we are racing top speed into an un-chartered territory of the incredible technology age.

I remember when my father bought our first computer in 95’, now I check two email accounts daily, blog, communicate on Ning, use Wiki, and post homework online for easier access. I look forward to finally getting and using a smart-board and getting rid of that dusty overhead projector that has an incredible power to hum students to sleep.
Am I preparing my students for the 21st century? As an English teacher, I would like to believe so. I use my laptop to access videos and power point presentations; we also use the lab to research online and play interactive grammar games. I tell students that they will always need the skills to write well, whether they are sending an email or preparing a presentation; that can never be replaced.

From what I have seen, students that have access to technology are preparing themselves. In my school, students informed me about http://www.blockmyass.com/, a website that helps them get around districts’ control of what they can and can’t access in school. I also saw one of my seniors filling out a Rita’s job application online while simultaneously checking on the status of her admission at Montclair. Inadvertently, we are all moving with the shift.
As educators, technology is truly essential, conversely it should not replace traditional teaching, instead gently blend with it. We need more money for technology! We need to train older teachers to implement more technology in the classroom; we need to train young teachers to effectively apply technology to increase the effectiveness of lessons and learner’s motivation and enthusiasm.

Can a teacher be successful without any technology? I am sad to say, no. No longer is a strong personality and personal enthusiasm enough. This is especially true for students from low socioeconomic areas. Give these children access to information, give them skills to do simple things like communicate well in an email, send at attachment, and find a job online. Maybe then this student will realize that China has four times the population of U.S and our honor students can beat up their honor students!

Japan Video

I was definitely not impressed. I expected to see young students doing advanced math. I agree with my classmates, the noise was too much, kids seemed to be everywhere, and if I were that teacher I would rip my hair out. I wish I understood the content better to see how advanced their lesson really was. Did they do well? Or did the teacher simply check if they did the work? Are these students our kids' competitors? Was that chaos or really motivated future engineers and scientists? I would like to see more.

My first, second, and third grade were spent in a Soviet Union school. We wore uniforms with a Lenin star on it, we raised our hand, but never lifted it off the table, we were petrified of our teacher, and we learned, a lot. When I came to United States I skipped from third to fifth grade. The math at the Elizabeth elementary school which I attended was at my second grade level.

I've Been a Bad Teacher

I know when I am being a bad teacher. Today is one of these days. After going to bed past midnight for the last two nights, it is hard to be creative, exciting, motivating, enthusiastic. It is even harder to be a good teacher as I begin my lesson, " Today, we will be covering Persuasive Text of the H.S.P.A" I say with obvious dread. The kids look back at me with glassy eyes. I understand them and refuse to get mad. Today I am not doing what I love, I am doing what I am suppose to . So I try my best to gather patience and strength.

In one of my classes, instead of taking a practice test, we ended up talking about what persuasive texts we encounter in real life, not on a test. The discussion lead to everything from PETA to abortions to republicans to vegetarians and credit cards. The kids woke up, well sort of, they actually just slowly emerged from their standardized test-induced coma. I really think they learned more in that discussion than from the entire month of "HSPA Blitz".

On Thursday instead of practicing open-ended question we will be debating topics like the Octomom, obsession with celebrity gossip, and other controversies that are bound to get them fired up. Maybe there is a way to teach even test prep in a manner that connects to students through an authentic and relevant learning experience. Maybe there is hope after all.

Next week I'll send them off with a blessing to do well as they sit in a room for almost 10 hours. I hope that some of them will still like learning after that.

Comment to Kati on EWEG (problems)

Kati,
I really like your idea about updating and aligning curriculum to create flow. I also like the idea of purchasing technology such as smart boards and new calculators. I wonder how you would get the students to the mathematics breakfast club? Do we have enough money to also provide extra transportation?

Budget from EWEG Grant

Title I: $45,000

-reevaluation and rewriting of the middle school math curriculum to more closely align it with state standards.
- designing a summer math program for students to prevent summer learning loss
- updating materials: textbooks, calculators
- technology: purchase of smart-boards, computers etc.
- establishing/maintaining a free tutoring center.

Title IIa: $38,000
- relevant professional development focusing on most effective math practices and
use of newly available technology
- establishment of peer-coaching groups led by master –teachers to exchange techniques and strategies.
- workshops on creating successful inclusion classrooms to ensure raising test scores of special education students
- Achieve 100% highly qualified staff

Title III: $12,000
- updating ESL curriculum to include interdisciplinary concepts such as mathematical terms and word problems.
- updating materials: dictionaries, teaching materials
- hiring ESL teacher to run weekly workshops for ELL students focusing on math

Title IV: $3500
- assemblies that will focus on motivational speakers with personal experiences.
- Establishment of an after school club that focuses on an anti-drug message through work with community.

Title V: $7200
- establishing a reward program to raise teacher motivation and morale.
- establishing a student reward program for academic achievement.
- any needed technology, textbooks, teacher materials
- pep rally before the standardized test to raise motivation