In the last module of study with our TESOL Scholars, we focused on the idea of assessment as, for, and of learning (Gottlieb, 2016) and asked Scholars to read Three Key Questions on Measuring Learning (McTighe, 2018). Throughout the module, TESOL Scholars explored the ways in which they have used assessment practices in their past and current practice and how they might apply ideas related to assessment as, for, and of learning to their future practice. We provided them with a video example of the ways in which teachers can make feedback more meaningful and asked them to make connections between what they saw in this video, what they read, and their own experiences in the classroom.
Their responses and the discussions that followed revealed so many challenges and issues with our current assessment system, one that is often used for compliance and accountability instead of enhancement, advancement and support of learning and language development. Here are some of our Scholars’ takeaways:
- “[I noticed] the multiple ways of using feedback to formatively assess along the way, and not just one big summative assessment at the end. I would love to use more formative [assessments] along the way. I feel rushed [throughout] the year and I lack the time for multiple assessments in one 40 min period. I feel multiple [forms of] feedback are key and I need to do better [with this].
- “This [what we saw in the video] aligns with my philosophy, but in practice I struggle to not give students direction to stem their frustration. I sometimes feel I need to push ahead for the sake of time, unfortunately.”
- “Peer feedback during the process is very valuable to students. It encourages the students to communicate with each other and see different ways of thinking throughout the process. Also, the teacher isn’t always available when the student wants them to be, so peer feedback is a more immediate opportunity for support. Peer feedback also helps students who have a stronger grasp of the material to help others. If they can teach others clearly, then it shows that they really understand the material and skills.”
As the TESOL Scholars engaged with one another in discussion, they also completed a Self-Assessment Checklist where they were invited to reflect on their past and current assessment practices and identify areas for growth and development. In our analysis of their self-assessments, we noticed some interesting trends. More than half of the Scholars indicated that they do not frequently incorporate the following practices:
- The “end” learning goals are known in advance, as are the assessments of them;
- The evaluative criteria (such as rubrics) are presented and explained at the beginning;
- Models of excellence, aligned to the criteria, are shown to provide a clear “picture” of desired performance;
- The assessments are “open” (i.e., there isn’t a single correct answer or a single way of accomplishing the task);
- There is an audience other than the teacher;
- The learners have some choice regarding how they will demonstrate their learning (such as via products and performances) and/or how they go about the task (process);
- Learners are encouraged to self-assess, reflect on their learning, and set future goals based on the assessment results.
We appreciated their honesty in this self-assessment activity and the ideas they shared in their subsequent reflections. First, one Scholar explained that this self-assessment has opened her eyes to the power of rubrics and models of excellence: “I would like to make rubrics and exemplars a more frequent aspect of my classroom practice.” Another Scholar aims to focus on feedback and allowing students to self-assess: “students need to understand that feedback goes beyond receiving a grade… if they are able to self-assess, this in turn creates agency in the learning process.” Furthermore, we saw how one extended their understanding of differentiated assessment beyond “providing extra time and scaffolds in an afterschool mini-lesson” to “providing students with different ways to have options with various tasks.” Finally, one Scholar acknowledged a need to focus more closely on “end” goals and self-reflection: “this ‘lack’ creates unclear learning goals for my ELLs.”
Through activities such as this self-assessment on practices that enhance learning, our Scholars have come away with a better understanding of what they do well, the contextual forces that present challenges, and ways to address challenges. We were delighted to read this in one other reflection: “Change can be challenging in public schools where we are required to adhere to specific guidelines, but with creativity and an open mind anything can be done.” We love this mindset and look forward to working with our Scholars as they fine-tune their understanding of assessment as, for, and of learning. We believe this type of self-assessment can be done at the grade, department, building, and/or district level and start some important conversations about assessment practices.