P E T E R F E LT E N A S K E D T H E S E Q U E S T I O N S :

Are we contributing in meaningful ways to our students’ learning and development?

How would we know?

How would our students know?

B A R B A R A W A LV O O R D D E F I N E S A S S E S S M E N T

“Assessment is the systematic collection of information about student learning…to inform decisions that affect student learning.”

Q U E S T I O N S :

How can we assess for learning?

How can we do assessment with students?

What are the students actually doing, thinking, understanding?

T H E L E A R N I N G R E C O R DC O N T E M P L A T I V E P R A C T I C E , S T U D E N T E VA L U A T I O N , P R O G R A M A S S E S S M E N T:

P E G S Y V E R S O N , P H . D . U n i v e r s i t y o f Te x a s a t A u s t i n

p e g s y v e r s o n @ g m a i l . c o m !

H O W D O W E A S S E S S T H I S ?

H E R E ?M U C H L E S S C O N T E M P L A T I V E P R A C T I C E

H O W C A N T H E Y B E FA I R LY A S S E S S E D ?

W H A T A B O U T T H E T E A C H E R S U S I N G M I N D F U L N E S S P R A C T I C E S :

W H AT I S A U T H E N T I C A S S E S S M E N T ?W H A T A B O U T P R O G R A M S A N D D E PA R T M E N T S :

T H E R E I S A M O D E L : A C T U A L LY

L O N D O N I N N E R C I T Y S C H O O L SM I D - 1 9 8 0 ’ S

D I M E N S I O N S O F L E A R N I N G

• Confidence and independence

• Knowledge and understanding

• Skills and strategies

• Use of prior and emerging experience

• Reflection

• Creativity, originality, imagination

T H A N K Y O U L E V V Y G O T S K Y !

T H E A R C H I T E C T U R E O F T H E L R

• Part A

• Part B

• Part C

• Observations

• Samples of Work

T H E A R C H I T E C T U R E O F T H E L R

• Part A: Background and aspiration

• Part B

• Part C

• Observations

• Samples of Work

T H E A R C H I T E C T U R E O F T H E L R

• Part A: Background and aspiration

• Beginning of the term

• A.1 Personal Reflections on your own development

• A.2 Aspirations and intentions for the course

T H E A R C H I T E C T U R E O F T H E L R

• Part A

• Part B

• Part C

• Observations

• Samples of Work

T H E A R C H I T E C T U R E O F T H E L R

• Observations

• Throughout the term: 2 per week

• Brief snapshots of learning moments

• Struggle

• Confusion

• Accomplishments

• Connections

• Anything related to learning

T H E A R C H I T E C T U R E O F T H E L R

• Observations

• Date of observation

• Context: class, reading, group work, everyday life

• Brief: two or three sentences

• Related: learning connected to course

S A M P L E S T U D E N T O B S E R VAT I O N

Date Observed: 9/19/13                      Context: group                           Activity: Politics & Reality discussion Observation: One of the readings for this class advised to not let our emotions define ourselves. For instance, instead of thinking, “I am angry”, we should be thinking, “I am a person feeling anger”. This, to me, makes emotions like anger and sadness feel more temporary since it emphasizes the feeling of it, not the being of it.

T H E A R C H I T E C T U R E O F T H E L R

• Part A

• Part B

• Part C

• Observations

• Samples of Work

T H E A R C H I T E C T U R E O F T H E L R

• Samples of Work

• Selected from all work related to the course

• Representative of learning arc over the term

• Ground the Part B analysis

T H E A R C H I T E C T U R E O F T H E L R

• Part A

• Part B: Analysis of learning

• Part C

• Observations

• Samples of Work

T H E A R C H I T E C T U R E O F T H E L R

• Part B: Analysis of learning

• Midterm and final

• Framework:

• Dimensions of Learning

• Course objectives

• Evidence: observations and work samples

T H E A R C H I T E C T U R E O F T H E L R

• Part B: Analysis of learning

• Theoretically informed

• Aligned with course objectives

• Grounded in “naturally-occurring” evidence

• Personally meaningful

T H E A R C H I T E C T U R E O F T H E L R

• Part A

• Part B

• Part C: Evaluation

• Observations

• Samples of Work

T H E A R C H I T E C T U R E O F T H E L R

• Part C: Evaluation

• Midterm and final

• Reflection on aspiration, analysis, and evidence

• Course grade criteria

• Matching evidence and evaluation by criteria

• Grade estimate by student

• Grade response by teacher

T H E T I M E L I N E O F T H E L R

• Part A: Beginning of the course

• Part B: Midterm and Final

• Part C: Midterm and Final

• Observations: Throughout the course

• Samples of Work: Throughout the course

PA R T A PA R T B PA R T C O B S E R VAT I O N S W O R K S A M P L E S

T H E L R F O R T E A C H I N G E VA L U A T I O N :

D I M E N S I O N S O F L E A R N I N G

• Confidence and independence

• Knowledge and understanding

• Skills and strategies

• Use of prior and emerging experience

• Reflection

• Creativity, originality, imagination

…in teaching

PA R T A PA R T B PA R T C O B S E R VAT I O N S W O R K S A M P L E S

T H E L R F O R T E A C H I N G E VA L U A T I O N :

T H E L R F O R P R O G R A M S A N D D E PA R T M E N T S N O W I T G E T S I N T E R E S T I N G …

T H E A R C H I T E C T U R E O F T H E L R F O R D E PA R T M E N T S A N D P R O G R A M S

• Part A: Our shared history and vision for the program

• Part B: Analysis, dimensions of learning, evidence

• Part C: Evaluation by stakeholders, based on shared criteria

• Observations: From all stakeholders

• Samples of Work: Teacher LRs, student LRs, program products, courses, strategic plans, syllabi

T H E A R C H I T E C T U R E O F T H E L R

• Is consistent for students, teachers, and programs

• Supports longitudinal studies of teachers and programs

• Informs professional development and program improvement

• Creates communities of practice for teaching and learning

• Moderation readings: open, public, collaborative

• Shared language and concepts

• Mutual support and connection

• Adaptive course correction

• Natural evolution of best practices

P E T E R F E LT E N S U G G E S T E D W E D O T H I S :

As we gather, analyze, act [on assessment data] ask, is it:

• linked to purpose and question?

• grounded in context?

• conducted with appropriate methods?

• done with students?

T H E L E A R N I N G R E C O R D

Yes, we can have assessment that we can value and cherish, assessment that is

• Developmental, rather than deficit-based

• Humane

• Meaningful

• Mindful

• Responsible

• Connected

• Caring

W E C A N P R O V I D E P R O F O U N D , M E A N I N G F U L A S S E S S M E N T T H AT A C C O U N T S F O R C O N T E M P L AT I V E P R A C T I C E I N S T U D E N T S , C L A S S E S , T E A C H E R S , A N D P R O G R A M S . L E T ’ S D O I T.

T H A N K Y O U !P E G S Y V E R S O N , P H . D .

W W W. L E A R N I N G R E C O R D . O R G

p e g s y v e r s o n @ g m a i l . c o m