Rick Stiggins ...Excellent !!!

Assessment Dynamics and Learning Success
avec Rick Stiggins

C’est ce matin à Ottawa que j’ai eu la chance de rencontrer et d’entendre Rick Stiggins concernant l’évaluation des apprentissages afin d’assurer des apprentissages de qualité. Voici donc une copie de mes notes personnelles de la présentation. La majorité du texte est en anglais…désolé…

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Qui a déjà été un enfant avant ?...On a tendance à oublier ce qu’est d’être un enfant…

3 idées qui seront discutés aujourd’hui ;

- balanced assessment
- quality assessment
- productive assessment (assessment for and of learning)

If we implement balanced assessment, the results will be profound achievement gains for all students. It enhance the learning…Everybody win! Largest gains are for low achievers; give them a solid foundation for lifelong learning and equal opportunity for success.

We assess to:
- inform instructional decision &
- encourage students to try to learn

We need to ask ourselves; what standards don’t we meet? The more frequent we assess, the more time we have to help students. We need to ask ourselves if students can be partners with us in a learning community. If assessment isn’t working well in a classroom during the learning or if poor decisions arise from unsound assessments, other assessment levels don’t matter (program level, Institutional/policy users). Then, those other level assessment become completely irrelevant. We need to make good decision on a day to day basis on assessment…To do so,

We need :
- to gather accurate information about student achievement
- use assessment effectively to ^promote student success…

Clear learning targets starts with state standard and then, we deconstruct them into scaffolding leading to each standards (local curriculum maps) in order to transform them into student-friendly version (en français copie-type). In order to develop quality assessment we need to manage the following because they affect the quality and the effectiveness of instruction ;
- Select a proper method
- Built of quality ingredients
- Sample appropriately
- Prevent bias

You can’t use a method only because you are comfortable with it… You have to use the right method at the right time. With time, it’s possible to learn new methods and to be comfortable. We need to ask ourselves these questions… It can do more harm than good…

We also have to develop effective communication to support learning;
- Focus on student’s work-not student as learners.
- Descriptive helping students to see how to do better the next time
- Clearly understandable to all users
- Sufficiently detailed to inform but not overwhelm
- In time to inform& help…

The long lasting problem; Teachers & leaders have rarely been given the chance to learn how to assess productively…

The emotional profile of students who are successful is different from the one of failing students. It’s an emotional world!

Students are not in control if they can learn or not…

Priorities are changing and society wants all winners. As we continue to evolve toward greater technical & social complexity, lifelong learning skills become essential and so, Reading comprehension, Ability to write effectively, Math problem solving, Living in a digital world…Become keys to life long learning. This is a new mission and teachers are being accountable for it in order to meet society’s need. Our new challenge is to see how can we keep winners winning and how do we get losers onto winning streaks?

We as educators need to ;
- locate student on the scaffolding
- establish the value of the next target
- make it appear reachable to them (promotes hope)
- show them themselves reaching it

All students must believe that they can meet the standards. If they don’t believe this, the learning stop. We must assess accurately, and use results effectively in order to make sure students reacts productively to the assessment results.

We need also to create a culture of confidence.
Requirements;
- Assess accurately &
- Manage and share results effectively in order to
- Elicit a productive emotional reaction to the assessment results from the learner.

The distinction between:
Assessment of learning: How much have our students learned in the past ?
Assessment for learning: How can we help our students learn more in the future ?

Teacher’s role in assessment FOR learning;
- master each standard
- Deconstruct each into enabling targets
- Transform into student-friendly version
- Transform to accurate classroom assessments
- Use those in collaboration with students to track growth- to promote winning streaks.

To improve, students must:
- know what good work looks like
- compare their work to that standard
- understand how to close gap (Royce Sadler, Australia)

ETS Assessment Training Institute, Portland, Oregon : www.ets.org/ati
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En terminant…

Comme directeur d'école je ne suis pas trop inquiet pour ceux et celles qui réussissent…Il vont continuer à la faire s’ils sont bien encadrés. Par-contre les élèves en difficultés doivent avoir un sentiment d’espoir. On doit développer avec eux l’évaluation de leur apprentissage en leur donnant l’espoir qu’ils peuvent réussir et qu’en mettant de l’effort, ils vont continuer de s’améliorer. L’intelligence émotionnelle doit être pris en considération car personne veut faillir et encore moins sur la place publique. Nous devons prendre les programmes d’études, les développer en cibles, les expliquer et les publiés pour qu’ils soient accessibles et compris par les élèves.

Nous avons aussi beaucoup de travail à faire avec l'inclusion des élèves dans le processus d'évaluation.

Belle présentation inspirante...