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Dr. Anne Davies
Minnetonka Summer Institute
June 26, 2012
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Slowing down the Speed of Learning
Description of Discussion: It is time to take a breath and slow down to the speed of learning. Classroom assessment has the greatest impact on learning and achievement of any educational innovation. During this session, Dr. Anne Davies will share recent research and provide practical ideas for students and teachers. Dr. Davies will engage participants in exploring and discussing powerful ways to help learners understand that what is expected of them is important work. During this session find out more about helping learners: understand quality, use samples, co-construct criteria, self and peer assess, and collect proof of learning.
Credentials
Among the many books and resources Anne has authored and co-authored is the best seller, Making Classroom Assessment Work, as well as Knowing What Counts, a three-book series that offers practical ways to involve students in their own assessments (both available through Connections Publishing). In addition, she has written chapters and articles for educational journals and publications worldwide, and developed a multimedia resource kit titled, The Facilitator's Guide to Classroom Assessment K-12. Her most recent projects include two book for leaders,Leading the Way to Making Classroom Assessment Work, andTransforming Barriers to Assessment for Learning. With more than 30 years' experience in education, Anne has demonstrated her skills in a variety of roles, including classroom teacher, school district coordinator, department of education planner, school administrator, and university instructor. She earned her doctorate in education from the University of Victoria in British Columbia, Canada.
A world-renowned keynote presenter and professional development consultant, Anne's genuine care and commitment to support educators and their important work make her an approachable and insightful specialist.
Presentation handouts
Notes:
Students need to picture quality
Students need to use the language of the assessment to determine where they're at and where they need to go.
Students need to self-monitor their success
Students need to be actively involved in the assessment of learning
2nd chances to show learning
Assessment for learning
Formative assessment plus deep involvement of learners
Assessment of learning
Summative assessment or evaluation
Spend time on assessment for learning leads to better results on summarize assessment
What do you say to teaches that say "But I don't have time?"
using whip boards to show student work saves time in terms of who you help.
Have students analyze work around specific criteria - this will save time on grading.
Classroom assessment has the greatest impact on student learning and achievement of any educational innovation ever documented
No matter how much students struggle, to reach success they:
Are involved in the assessment process
Have a clear learning destination
Use samples to understand quality & development
Prepare to collect evidence of their learning ( figure out a unique way to show me you've met the learning targets.
Participate in the con-construction of criteria
Are involved in self and peer assessment
Qualitative evidence
Teachers professional judgement is more reliable and valid than external tests when they've been involved in examining students' work, co-constructing criteria, scoring the work, and checking for inter-rater reliability.
We can't just look at tests or performance tasks but at the body of work students' create.
Begin with the end in mind for learners
Help learners understand the learning destination (develop a progression that will get them there and one that allows you to measure progress)
Provide info about the relevance of the learning to their lives
Co-construct criteria (co is teacher and students) for products, process, and collections of evidence
Co-constructing criteria makes learning becomes more explicit
4-step process to Co-constructing criteria
Brainstorm
Sort and categorize
Make a T-chart (criteria on one side and revisions on the other)
Revise
This addresses quality - get students who struggle to complete quality work, define what quality work would look like. Get students to do this work for you. Shared division of labor. The person working the hardest is the person that learns the most. They then use the rubric to indicate for the teacher the areas of their work that met certain criteria.
Annedavies.com - visit blog
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