Workshop Reflection

“Our greatest joy, no matter what our role, comes from creating. In that process people become

aware that they are able to do things they once thought were impossible. They have empowered

themselves, which in turn empowers those with whom they interact.”

(SPDU’s website, R. Quinn, 2001)

It is Day one of a three-day workshop on assessment. On this day, I began figuratively

with new eyes. I planned to recreate my assessment practices. My new challenge was that of

teaching others to learn how to learn. No longer is it the teacher’s role to be a keeper of the

knowledge and assessment. Teachers, students, and peers, need to be a part of the assessment

and learning process. Over the past few years, I embarked on a personal journey of learning how

I learn best. I have taken ownership over my learning strengths and weaknesses. I have become a

reflective learner that uses feedback to learn. Letting students taking ownership over their own

assessment will help them to learn how to learn. I have come to know that effective and proper

former assessment has students learning how to learn. I began my journey to empower myself

and in turn, it would be my duty as an educator to empower those around me.

Saskatchewan Professional Development Unit (SPDU) provides professional growth

opportunities in the areas of, curriculum and leadership. In 1987, SPDU was created with a

vision “to increase the effectiveness of inservice education in the province” of Saskatchewan

(https://www.spdu.ca/about.html). SPDU’s (https://www.spdu.ca/about.html) values for

educators include being autonomous and responsible decision makers, problem solvers,

researchers, learners, and reflective practitioners. Based on the foundation of their values, SPDU

works with a team of classroom teachers to develop and deliver programs, resources and

services. SPDU works with the advice of these educators for valuable input so that the resources

will be teacher friendly.

Assessment Essentials: Supporting Student Learning through Assessment Practices

Ian Krips, the associate director of SPDU facilitated day one: Assessment Essentials:

Supporting Student Learning through Assessment Practices. Ian Krips has been the associate

director for the past five years prior to that, he was a classroom teacher. The three day workshop

would be his last, as his future endeavours will bring traveling to India for one month to work

with teachers a new position as senior administration for SPDU. It was an honour to learn from

Krips, as he is a knowledgeable person in the area of assessment.

The outcomes for the day were to:

Learn about 8 big ideas in assessment that should guide assessment practice in all

school.

Develop personal assessment literacy by reflecting on current practice and

connecting that to literature and research on assessment

Explore and identify ways to use assessment information in supporting learning

outcomes. (SPDU, 2012a, p. 2)

The morning began with a self-reflection of our current practice within Cooper’s (2010)

eight big ideas. Krips encouraged participants to view the new information presented throughout

the day. The purpose for my learning was to view the day through one of Cooper’s (2010) eight

big ideas in assessment for learning: “Assessment is a collaborative process that is most effective

when it involves self, peer, and teacher assessment” (SPDU, 2012a, p. 3). Assessment for

Learning uses a variety of assessment tools and strategies that provide ongoing evidence of a

student’s learning. This becomes the evidence demonstrating the growth of each student’s

mastery of an outcome. Descriptive feedback from the teacher, peers, or a personal self-

reflection begins the process of learning. Most importantly, it is what is done with the evidence

and feedback that determines the level of growth. When students believe in the process they will

take ownership for their learning.

Learning begins with the outcome. Outcome-based curriculums have many ‘layers’.

Unraveling the ‘layers’ is a necessary process that allows for a deeper understanding of what

students need to know and be able to do. Krips took the participants through this process by

modeling the process of unpacking an outcome. Through this process, comes a deeper

understanding of what the students need to know and be able to do, as well, the kinds of evidence

that will be gathered to measure success. Setting the criteria is the most important job of the

assessor as it acts as a guide for the learning process. In order for effective learning to take place,

students need to know what they will be learning and how they will be assessed. The key is to

always link the feedback to something the students can control and change.

I had been through the process of unpacking outcomes many times, however, this time I

was stretched further by the facilitator to have a deeper understanding of assessment strategies

based on Blooms’ Taxonomy. I found this a difficult process to create specific criteria based on

the verbs and content. It was an amazing day of learning!

Assessment Essentials: Formative Assessment Practices

Ian Krips, the associate director of SPDU facilitated day two: Assessment Essentials:

Formative Assessment Practices. The outcomes for the day included:

Formative assessment cycle�

Learning progressions�

Formative assessment strategies�

Tools that support formative assessment�

Differentiating assessments�

Working with pre- and post-assessments. � (SPDU, 2012b, p. 2)

The morning began with a formative assessment task called student response systems,

using letter cards. We had to make a choice from a list, turn and talk to discuss our choice. I

found this to be a great way to assess students in full group. It was also very engaging as a

participant. I will defiantly be using this strategy in the near future. Krips delivered quality

information at the same time, modeled facilitation tools that can be used in leadership positions

or within the classroom environment. Our learning focus for the morning was the role of the

teacher as facilitator. Putting learning first was the message. Key practices in the role of the

teacher included: collaboration, big picture, hands down, all students voices being heard, goal

setting, and metacognition to name a few.

A clear direction of the formative learning cycle by Tuttle (2008) was addressed along

with designing the learning process. This process stretched my thinking as a learner. It began

with the curricular outcome and had me as a learner; work on the learning progression needed to

get to that outcome. This progression listing enabling knowledge followed by sets of sub skills

needed to get to the outcome. This process was another amazing process that stretched me as a

learner by adding appropriate formative assessment tasks that would provide evidence along the

continuum of progression. I will be using Tuttle’s (2009) book Formative Assessment:

Responding to Your Students as a key resource to guide my future research. This research will

allow me to explore deeper into the various effective forms of the formative learning cycle.

Assessment Essentials: Grrrr…ading and Reporting Outcomes

Day three was titled: Assessment Essentials: Grrrr…ading and Reporting Outcomes. As

the title suggests, grading and reporting are difficult topics to discuss as it brings about a lot of

debate and strong emotions including frustration. The day was facilitated once again by Ian

Krips. After two full days, Krips continued to be an engaging facilitator. His wealth of

knowledge in assessment permeated through his presentation and guided activities. The

outcomes for the day included:

Sound grading principles�

Issues in grading�

Outcomes-based grading�

Grading practices that engage students

Grading as communication. � (SPDU, 2012c, p. 2)

The day began through an in-depth examination of scholarly literature pertaining to

grading. At our table each learner read two articles making key points about grading. Once

shared, common themes about grading emerged from the articles (SPDU, 2012c) which

included:

marks should be based on achievement not behaviour or effort (achievement only)

multiple opportunities

learner responsible for learning, learner is meaningfully involved

clear criteria - transparency

learner a self-monitor and foster internal motivation

practice should be used to inform instruction

criterion referenced reporting

public education piece (SPDU, 2012c)

unbiased – pedagogy.

Grades and motivation was a topic of discussion that is of interest to me and will be

explored further in my research. However, a large portion of the day was devoted to assessing in

common groups. Within the group, individually each member marked and scored the same math

test out of 100. Within the group a 40 percent grade span existed when interpreting results on the

same grade six math test. The same math test was then assessed individually within the group

using a 4 point rubric resulting in a more accurate score of a one point score. Closer yet, a more

accurate tool to assess was used a rubric with specific criteria 0-4 with half point increments. The

groups grade span using this tool resulted in the most accurate score with only a half point spread

within the groups’ assessments. This scale with half points was taken from Marzano’s (2010)

book titled: Formative Assessment and Standard- Based Grading. This book will be used in my

research of formative assessment and student success.

The workshop and reflection have led me to bigger questions: How can educators use

assessment to help students want to learn? How can we change practice so that assessment is not

teacher-centered but rather a part of learning that takes place every day?