This I Believe NOW about Assessments

I have read a lot of research and reflected about the topic of assessments since my last podcast.  For the most part, what I believed to be true about assessments was reaffirmed; however, I was enlightened by some new concepts.  

And with that, I present to you my revamped This I Believe Now about Assessments podcast:

The Value of Student Feedback on Blogs

The concept of blogging has become rapidly interesting to me, and when I become very interested in something, I spend hours researching and reading about it.  The countless reading I have done about blogging convinced me that I should integrate blogging into my curriculum because of its many benefits:

- empowers students
- enables students to have a voice that they can't find during classroom hours
- promotes creativity (with writing style and the pictures and links they can add)
- builds stronger writers because their writing is being published
- students can help each other grow as writers because of the commenting feature
- allows for reflection (**ahem- something I learned long after my students had been blogging)

After a few months of student blogging, I decided to categorize my data and conceptualize my findings so that I could make blogging more beneficial for my students and help other teachers who decide to incorporate blogging into their curriculum.  

Here is my research in a presentation format using both prezi and present.me: 
The Value of Student Feedback

Now I'm A Believer...(Yeah, Yeah, Yeah)...In E-Portfolios!

I was once taught that a portfolio is a collection of one's work.  When you think about it, that's true but also so limiting.  Portfolios must be capable of much more than just showcasing one's work.  Why else would we, as professionals, create one or even have our students create one.  There's got to be much more significance attached to the intent of a portfolio - I just never knew what the significance was.  It was not until I watched Hellen Barret's presentation about the possibilities and benefits of student portfolios that I became an instant believer.  Every single young adult and adult should create a portfolio for two simple reasons: we all have a unique story to tell, and we should all participate in reflection.  

In her video "E-Portfolios: Digital Stories of Deep Learning", Barret reveals the limitless potential of not just ordinary, paper-based portfolios, but electronic portfolios.  After all, we are amidst an era in which technology is an integral part of our everyday lives; so it makes sense that our students no longer create paper portfolios, and, instead, create what's called e-portfolios that are done online.  In retiring paper portfolios, we are exposing our students to more opportunities.  Students create more than essays and paper projects; they also create websites and videos and many more media based mediums.  Those forms for media literacies should also be a part of our students portfolios, because our students are creative, well-rounded beings, and they should reflect on all the materials they produce - paper and technology based.

Since our students are unique individuals that have their own story to tell, we need to make sure that, as teachers, we are allowing our students the opportunity to have choice and voice when they create their portfolios.  If we mandate what to include, where to include it, and what to say about it, students will lose their individual identity and they won't be making authentic meaning.  Barret quotes Paulson & Paulson when she says: "A portfolio tells a story.  It is a story of knowing.  Knowing about things...Knowing about oneself...Knowing an audience...Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion."  What students know and how they perceive what they know differs from student to student.  What students have also experienced in their lives differs from student to student.  And how students write or create differs from student to student.  As you can see, each student's portfolio should contain different material, and all around look different from their peers' portfolios, because they are all unique individuals.  Just like we differentiate instruction to meet the needs of individual students, our students portfolios should also be differentiated.

Barret suggests that perhaps the most important element of creating a portfolio is the reflection that should take place once students have choice and voice about what goes into their portfolio.  Barret calls reflection the "heart and soul" of e-portfolios because they help our students "think about thinking".  As a result, we should guide our students to view e-portfolios more as a conversation than a presentation.  What does our work say about us?  What do we have to say about our work?  How might our audience perceive our work?  Reflection is ideal and sounds great in theory, but how do we get students to reflect on what they include in the portfolio instead of just uploading artifacts?  Barret suggests having students reflect on their portfolio through blogging.  In this case, the blog should serve as a reflective journal where students can write about their authorial decisions, what they learned, their strengths and weakness, make goals, etc.  Barret maintains that there are really two elements to a portfolio: a working element (where work is viewed as a process and reflection takes place) and a presentation element (where work is showcased).  If you look at a portfolio as just a presentation element, learning does not take place.  John Dewey once said, "We learn from reflecting on experience."  True effort and higher order thinking skills come into play when we ask our students to view the creation of their portfolio as a process that doesn't stop after they hit upload.  Students need to see themselves as an author that has an online presence that communicates their passions.  And the only way our students will see themselves as such is if we have them reflect.  Through their reflection, they will grow as a writer, creator, critical thinker, analyzer, synthesizer, problem solver, etc.  Ultimately, the work students upload to their e-portfolio will undoubtedly become richer because their reflection will push them into new learning territories.

New Media: The Elephant in the Classroom We Shouldn't Fear

The phrase new media is becoming increasingly common.  Administrators, teachers, parents, and society all want our young people to be new media capable.  And they should, as it is a current demand; it is our reality.  Technology is a major part of our world, and if we want our young people to be able to thrive in our world and continue to make changes that better our nation, they should be new media literate.

Because new media is so, well, new (and broad!), it can be quite intimidating.  I say, embrace the unknown; the world is at our fingertips (literally with the internet), and we are therefore capable of learning virtually anything.  Therefore, teachers should embrace new media - research it, learn it, explore it, share it.

New media offers another realm to our students that may just help them learn better than they would with traditional print.  It essentially allows for differentiation, because it enables students to work within a new medium for which they can prove mastery.  Some students really struggle with print; therefore, new media can be the gateway that allows those students to view material differently and create, analyze, or synthesize more effectively.  Imagine this: picture collages or picture videos; podcast or screen cast productions; webpage design; nationwide discussions; blogging; Glogster.  Those are just a few opportunities that new media can provide for our students.

Sure, we have students who love putting pen to paper or holding a book, and that's OK, but what if we could get those same students to love using those same skills but in a different way by using new media?  I think those students may take their learning to a whole new level. Not all students may love using new media.  But the fact of the matter is we need to expose our students to various forms of new media, and allow them to practice and create so that they gain experience.  As students gain experience with new media, they will get more comfortable with that form of media and may even learn to appreciate it, if they don't already.  Ultimately, teachers need to strike a balance between print and new media; both forms provide different opportunities for our students and both are equally important.

Since it's clear new media needs to be an integral part of the classroom like print has been all these years, how do we assess it?  It's vastly different than print, because it has abstract pictures or hyperlinks or new forms of organization, to name a few.  This medium, like print, can be viewed as a work of art.  For example, take a look at this Glogster:



It incorporates text, images, video, color schemes, etc.  How should a teacher assess that?  I imagine another student's Glogster on the Bubonic Plague in the class looks very different than the one pictured.  Doesn't that make assessing the Glogster kind of tricky?  Well, I'd like us to think about an analytical essay or a personal memoir that our students may write.  Doesn't each look different from one another, too?  And aren't those as equally challenging to assess, much like this Glogster?  The fact of the matter here is assessing is tricky business, no matter what you are assessing.

With that said, I'd like to borrow the idea from Madeleine Sorapure that when assessing new media, we must consider some of the same elements we would use when assessing print texts (Between Modes: Assessing Student New Media Compositions).  There needs to be a merge between what we would expect of our students when they write a print text and what we expect of our students in the new medium of media literacy.  There is no magic way to assess new media, and it greatly depends on the medium they are creating.  This link provides basic elements for teachers to consider when assessing new media; I find it to be a good starting place.  I think it should be shared with students, too.  Both teachers and students can use it to start a discussion about the form of new media they will be creating.  Furthermore, it's important to juxtapose that criteria with many examples so that discussion can take place for what makes each effective/ineffective.  That kind of discussion will show students that each decision, like color scheme and layout, is purposeful.  Teachers may even want students to write out a rationale that explains each decision on the form of new media they created.  In doing so, students will make sure there is purpose behind every decision, and it will help you assess their work because it might help clarify.  Eventually, as both you and your students get comfortable assessing and creating new media, the rationales may no longer be necessary.

Teachers Cannot Grade Effort, But They Can Teach Reflection

Assessing a student's effort put forth on an assignment seems justifiable.  Teachers want to ensure their students are working to their fullest potential.  But, is it actually justifiable?  How does a teacher measure one's effort?  Is it even possible?  The answer is no.  A teacher simply cannot objectively measure effort; it is much too subjective.  Rick Wormeli writes that "[w]e don't have a commonly acceptable, legally justifiable, nonsubjective method for measuring how hard or sincerely someone is working.  We can provide anecdotal evidence and list the amount of time and resources students spend on a task, but identifying personal effort levels objectively eludes us" (Fair Isn't Always Equal 108).  

For example, let's consider a classroom scenario: Students are given a journal prompt to complete by the end of class, and their response must be a full page.  Just because one student is only able to write just a couple of sentences while another student is able to write a full page response, does not necessarily mean the student who wrote significantly less exerted less effort.  That student could have taken a while to fully understand the writing prompt, brainstorm, or map out a response.  Or maybe that student chose to daydream about what they were going to be doing after school.  It's impossible to step inside our students' brains and really know what's going on in their head; thus, there is no way to tell just how much effort our students put forth.  Likewise, just because the student who wrote a full page response in a class period does not mean they used their best effort.  Instead, their writing could be superficial, unorganized, unfocused, or underdeveloped, to name a few errors.  Or, maybe despite those errors, that student did put their best effort forth.  Say that student normally writes with ease and does so well, but bombs this journal response because of an aforementioned error, does that mean they didn't exert much effort?  Maybe or maybe not.  Perhaps that student couldn't relate to the prompt or there is something upsetting going on currently in their life.  So, to that student, that was their best effort at the time.  Phew - that's a lot of what ifs!  As you can see, it is impossible for a teacher to really know just how much effort a student exerts when they complete an assignment; there are just too many variables to consider, variables that will never directly tell us an honest answer.

Since effort cannot be objectively graded, how does a teacher hold their students accountable for the effort they put into completing assignments?  Effort is undeniably important. Students should always work hard and try their best, and parents and teachers try their very best to teach those positive behaviors. The answer is to simply teach your students to reflect, a suggestion that Wormeli makes in his book Fair Isn't Always Equal.  Teachers need to help students "reflect on their use of time and the resultant quality of their work" (110).  You can teach your students to reflect through writing or student-teacher conferences, or both.  After an assignment, I think there is much worth in asking students to reflect on the methods they used to complete the assignment; what they can do next time to be more successful; what their strengths and weaknesses were; and set time management goals (or any goals for that matter) or methods they can use to better complete assignments.  Some students just don't realize how little effort they really do put into completely assignments, until they step back and recount the ways in which they completed the assignment.  In having little to write about, some students may realize that they aren't using much effort.  In times when you don't have your students write a reflection of their effort and performance, you can conference with them one on one instead.  Students should be able to hold their head up high and proudly describe their effort to their teacher; it should be their chance to brag.  However, in writing and speaking, there may not be truth to your students' words.  Remember that assessing effort is subjective, even if it isn't worth points.  The whole point of having students reflect is because (a) reflection is a good practice that everyone should do and (b) it helps students to truly realize what they are doing to complete assignments and what they can do to do an even better job - it can help students to keep reaching for better.  And a way to push your students' effort is through discussion, modeling, and constant, helpful feedback.  While grading effort isn't actually justifiable, it can still be taught!

Getting to Know Your Students: The First Step in Differentiating Instruction

Classroom Differentiation is a buzz word often heard in the education world.  It's not a new concept; in fact, most teachers differentiate their instruction without even knowing they are doing it.  Rick Wormeli provides many basic examples of how teachers differentiate - tactics many people probably overlook as being differentiation.  He says: "If your teacher ever rephrased a question; extended a deadline; provided a few extra examples in order to help you understand something; stood next to you to keep your attention focused on the lesson; regrouped the class according to student interest, readiness, or the way students best learned; gave you a choice among assignments based on something she knew about you; or let you redo a test or project if at first you didn't succeed, she differentiated instruction" (Fair Isn't Always Equal: Assessing & Grading in the Differentiated Classroom 1).  As you can see, all teachers can differentiate instruction, and do, but to what extent are teachers differentiating their instruction to provide optimal educational output for their students?

Tonya R. Moon suggests that differentiating classroom instruction is becoming more important than ever.  She says, "All students must have not only knowledge and understanding of content, but also the capacity to think critically, analyze, synthesize, and make inferences" (The Role of Assessment in Differentiation 227).  

Knowing that, how does a teacher differentiate their instruction to meet the needs of students with varying "readiness levels, interests, and learning profiles" (Moon 227)?  

The first step is knowing your students.  That's a purposefully broad statement.  You should know each of your students academic capability, likes/dislikes, strengths/weaknesses, home life, etc.  Knowing as much as you can about your students helps teachers tailor their instruction to best suit the individual. The more you learn about your student, the more effectively you can differentiate instruction, and that, I've concluded is an evolving process.  I have noticed how I differentiate instruction from the first to second marking period is vastly different.  At the beginning of the year, I use whole class, broad ways of differentiating instruction, such as assignment choice.  Once I learn more about my class and the students that comprise it, I then take steps to meeting the needs of individual students.  For example, how I assess their assignments may differ, or the tools I provide to help students grasp the content being taught may be different from other students.  I am only able to do that once I learn about my students, which is why I am unable to do that at the very beginning of the school year.

The next step to differentiating instruction is going to be unique to each class period and individual student.  So, unfortunately, there is no systematic next step.  Instead, a teacher must take what they learn about their class and individual students and take strides to better meeting the needs of their students.  That may seem daunting, but there are many resources to help a teacher effectively differentiate their instruction.  For example, simply talk to the at-risk student.  Ask them: How do you like to learn?  What has been confusing you in class and why?  Teachers can even talk to former teachers of particular students; use the insight and data they collected last year to help the student be successful this year.  And, finally, utilize your school's literacy coach, reading specialist, and special education department.  More than likely, those instructors know about your student who is struggling in your class and can help you map out a plan to help them succeed.  They may even be able to attend your class for a couple of days to observe and help you put a plan in place.

Remember, it's one thing to provide basic differentiation in our classroom, but it's another thing to really tailor instruction to meet the needs of your individual students. That, I believe, is where the art of teaching comes into play.  Teachers have to have a way of accessing their students so that they can learn about them and effectively plan to meet their needs.  Today's world demands that our young people have the ability to analyze, synthesize, and create, so it's our duty as teachers to ensure all of our students are capable of doing just that upon graduation.

Tie that Red String around Your Finger: This is Something to Remember!

With budget cuts and consolidations taking place, English teachers are forced to have well over 100 students, sometimes even close to 150 students.  If you are unsure of how to react to that number, let me tell you: overwhelmed!  Sure, teachers are granted the opportunity to have many more students (than usual) touch their lives within a single year, but are teachers able to touch the lives of all of their students like they should?  As it is, a teacher's time is thin, and the more students that are added, the less time teachers will have to properly devote to each student.  

You may be wondering why I am specifically targeting English teachers.  Well, I am an English teacher, so I'm speaking from experience, but I also know that English teachers assess student writing more often, and differently, than other content area teachers.  Writing in English class isn't just about providing an accurate account of something or a solid analysis.  It's also about finding your own style as a writer and developing a strong voice, which is all done through experimentation.  In order to develop as a writer, you need to practice -  often.  English teachers who have well over 100 students  have to provide quick and thoughtful feedback -  often - so that their students progress as writers.  It's no wonder many English teachers feel overwhelmed; they are have to treat their students' writing like objects on an assembly line.

So, what's the cure?  Well, duh!  Reduce class size! I know, I know.  That is wishful thinking, isn't it? Well, what do English teachers who suffer from large class sizes do in the meantime?

The answer is simple: namaste.  For some, that is a familiar term that you may have heard during a yoga session.  The word namaste simply means a spiritual greeting.  Christopher Cotton reminds his teacher readers to take a deep breath, relax, and properly greet each student's writing before they begin assessing it in his essay "Namaste: A Spiritual Approach to Grading".  Cotton says, "With grading, the trick is to acquire that attitude that makes it energy-producing."  Before he assesses his students' essays, he says namaste, and with that he bows to each student and is thus able to give them the genuine attention they deserve.  It's easy to overlook and forget that is what our students need from us, a genuine response.  We can't treat them like objects on an assembly line, even if we are pressed for time.  We must remember - and here is where you should put a red string on your finger and remember this - that it is an honor and a privileged to read the words of our students.  When they write to us, many times they are baring their souls, telling a story they have never told before, and our response to what they shared can be life changing.  So, fellow English teachers, when you are feeling bogged down with far too many papers to assess and not enough time to assess them, take a moment to breathe and remind yourself to be thankful - your students have invited you into their private worlds.  Learn from your students and empower them by simply giving them the genuine attention they deserve.  I promise you will gain just as much knowledge from doing so as your students will, and it will definitely make grading your stack of essays much more enjoyable.