04.10.19 FSLT Assessment Committee Agenda #TrinityLearns

Continuing our work from last month, Trinity School’s Assessment Committee continues to grapple with the following questions.

As a team, how are we united (aligned) in our understanding and assessment of learning?  How might we grow our assessment literacy, understanding, and actions to focus on learning, assign competence, and empower learners to become agents of learning?

Under the leadership of Thomas Benefield (@yerlifeguard) and Becky Holden (@BHolden86), Trinity School’s Assessment Committee we continue our commitment to read and take action on Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill by Nancy Frey, John Hattie, Douglas Fisher.

Below is our agenda for the April meeting where we have begun to grapple with growing our understanding together.

As a team of teachers representing all grade-levels at our school, we chose to analyze student work together and hold a norming meeting to explore and learn one way to help our grade-level teams calibrate and clarify expectations around collaboration and citizenship.

To ensure that all voices were heard, we started with quiet reading time to preview the draft of the learning progressions.  As we did last month,  we used a Google form (shown below) to record everyone’s initial thinking around the level of work based on the drafted learning progressions for Working Cooperatively and Displays Respect.

The artifact, in this case, was a two minute video that offers a glimpse of partner work. (The video is not shared in this post, but a screen shot of one second is shown below.)

Using the Google form continues to be critically important. Everyone’s initial thinking was made visible to the team. Look at the results from our initial thinking.

As you can see, we were all over the place in our interpretation of the meaning and expectations described in our learning progressions.

As a team of assessment leaders, we had anticipated this result. You can see how this might be problematic for students in different sections with different teachers, right?

High-functioning teams that focus on learning must calibrate their understanding of what is essential to learn so that all students are assessed fairly and equitably.

What happened next was nothing short of magical.

First, we discussed our leveling with one partner to explain our reasoning and understanding. It was quiet, calm, and intense.  As partners listened to each other, different interpretations and points of view were represented.  When enough time passed, we returned to the whole group setting and discussed. Again, magical! Everyone confidently shared their initial level assessment and then spoke of how their understanding was shifted by discussing it with someone else.

Then, we took time for individual reflection and leveled the same artifact again, based on our developing common assessment. Just look at the results.

Closer, so much closer to common understanding.

To hone our skills and understanding, we used the same two learning progressions for Works Cooperatively and Displays Respect using video from a different grade level. (The video is not shared in this post, but a screen shot of one second is shown below.)

Again, more closely aligned understanding.

What can be gained when all ideas are made visible to the entire team? How might we learn and grow together by sharing our thinking, seeking feedback, and calibrating with our team?

How do your school’s teams calibrate expectations, shared values, and common understanding?

What actions will we take to become stronger and clearer as a team?


Frey, Nancy, et al. Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill. Corwin Literacy, 2018.

03.13.19 FSLT Assessment Committee Agenda #TrinityLearns

As a team, how are we united (aligned) in our understanding and assessment of learning?  How might we grow our assessment literacy, understanding, and actions to focus on learning, assign competence, and empower learners to become agents of learning?

Under the leadership of Thomas Benefield (@yerlifeguard) and Becky Holden (@BHolden86), Trinity School’s Assessment Committee made a commitment to read and take action on Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrillby Nancy Frey, John Hattie, Douglas Fisher.  The committee has met approximately once a month to study, discuss, and learn more about growing our young learners as capable, independent, self-correcting, and self-reliant learners.

Below is our agenda for the March meeting where we have begun to grapple with growing our understanding together.

As a team of teachers representing all grade-levels at our school, we chose to analyze student work together and hold a norming meeting to explore and learn one way to help our grade-level teams calibrate and clarify expectations.

To ensure that all voices were heard, we started with quiet reading time and used a Google form (shown below) to record everyone’s initial thinking around the level of work based on the given learning progressions for Making Thinking Visible and Using Text Evidence.

Screen Shot 2019-04-10 at 7.18.23 PM

Using the Google form was critically important. Everyone’s initial thinking was made visible to the team. Look at the results from our initial thinking.

As you can see, we were all over the place in our interpretation of the meaning and expectations described in our learning progressions.  It was eye-opening.

As a team of assessment leaders, we had anticipated this result. You can see how this might be problematic for students in different sections with different teachers, right?

High-functioning teams that focus on learning must calibrate their understanding of what is essential to learn so that all students are assessed fairly and equitably.

What happened next was nothing short of magical.

First, we discussed our leveling with one partner to explain our reasoning and understanding. It was quiet, calm, and intense.  As partners listened to each other, different interpretations and points of view were represented.  When enough time passed, we returned to the whole group setting and discussed. Again, magical! Everyone confidently shared their initial level assessment and then spoke of how their understanding was shifted by discussing it with someone else.

What can be gained when all ideas are made visible to the entire team? How might we learn and grow together by sharing our thinking, seeking feedback, and calibrating with our team?

How do your school’s teams calibrate expectations, shared values, and common understanding?


Frey, Nancy, et al. Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill. Corwin Literacy, 2018.

10.10.18 FSLT Assessment Committee Agenda #TrinityLearns

Goals:

  • We can develop assessment-capable visible learners.
  • We can use learning progressions to empower learners to deepen their understanding.

Today’s Action Items:

  • Share our Sentence, Phrase, and Word from Developing Assessment Capable Visible Learners
  • Develop action plan for two main characteristics
    • See errors as opportunities and are comfortable saying that they don’t know and/or need help
    • Articulate what they are learning and why

Resources

Agenda:

  30 min 

SPW

Using the Visible Thinking Routine, Sentence-Phrase, Word

  • Whole group share and discussion
  15 min 

Develop goals
and action-steps

  • What do these characteristics look like?
  • How can we help our teammates help their students
    implement these characteristic?
  05 min

Wrap Up

Thoughts, questions, hopes, and next steps
  05 min

Feedback – please complete feedback form

 

09.19.18 FSLT Assessment Committee Agenda #TrinityLearns

FSLT Assessment Committee Running Agenda
2018-19 Goals

  • We can build assessment capable visible learners.
  • We can use learning progressions empower learners to deepen their understanding.

Today’s Goal:

  • I can articulate using common language what assessment capable visible learners can do.

Resources:

Slide deck

Agenda:

3:30 What does “assessment capable visible learners” mean?
3:40 Becky Holden & Thomas Benefield introduce why they use LPs

  • Using student work to tell the story of how and why we use LPs in our respective learning areas
3:55 Assessment Capable Visible Learners Can…

  • The Assessment Committee will need to look at these 12 items (from the list below) and pick 4 to work on for the year.
  • Finding ones that stretch across our learners’ age range is important
  • Dot vote to narrow the list and determine the 2-4 that we will look to implement this year.

Characteristics of Visible Learners

  • Be their own teacher
  • Articulate what they are learning and why
  • Talk about how they are learning – the strategies they are using to learn
  • Articulate their next learning steps
  • Use self-regulation strategies
  • Seek, are resilient, and aspire to challenge
  • Set mastery goals
  • See errors as opportunities and are comfortable saying that they don’t know and/or need help
  • Positively support peers’ learning
  • Know what to do when they don’t know what to do
  • Actively seek feedback
  • Have metacognitive skills and can talk about these skills

We see the attributes of visible learners as critical for school success and consistent with our focus on assessment-capable visible learners. In other words, ensuring that students become assessment capable is one of the implementation routes for the Visible Learning work. (Hattie, 1-2 pags.)

Shared learning progressions:




Hattie, John, Doug Fisher, and Nancy Frey. Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy) (p. 1-2). SAGE Publications. Kindle Edition.