Q: This is the 23rd annual ATI Summer Conference. Can you tell us how the conference got started?
Jan Chappuis (JC): Rick Stiggins and his wife, Nancy Bridgeford, had recently founded the Assessment Training Institute here in Portland, Oregon to address a major gap in preservice education programs: teachers were generally not prepared to engage in effective assessment practices. The summer conference began as a way to bring together like-minded professionals to further ATI’s mission—to develop understanding of how day-to-day classroom assessment can and should serve learning. Today, 23 years later, “going to Portland” has been a transformational experience for thousands of educators in the US and around the world. Continue reading
By Ben Arcuri
I have convinced myself for many years, that the percentage grade created and assigned to the students at the end of my course accurately represents the students’ level of learning. I made major changes to my grading to allow this to happen. I shared and discussed grading systems and structures with my colleagues. I presented during professional development days at my school and other schools on these topics many times. I left the sessions feeling good that I have shared a way to accurately assess and measure student learning. Educators left my sessions feeling encouraged and supported. I was happy that I was sharing my grading system and pedagogy to educators who want to try to create better environments for learning in their classrooms and schools. Continue reading
In case you haven’t heard, the 23rd Annual ATI Summer Conference is in less than a month: July 6-8, 2016. We return to Portland, OR, and we have a lot of informative sessions with your favorite speakers planned. Register Now!
- Jan Chappuis
- Myron Dueck
- Margaret Heritage
- Rick Stiggins
- Dylan Wiliam
By Ben Arcuri
There is no bigger topic in education these days than the topic of assessment. Assessment has many definitions depending on who is doing the talking. The purpose of assessments and the intended users of assessment information differ tremendously as well. Assessment can serve as a guide to the students; it has the ability to guide the teacher and can also drive education policy and reform. Continue reading
Posted in Assessment Practices, Feeback, Formative Assessment, Ideas, Summer Conference
Tagged Assessment, assessment practices, ATI Summer Conference, Classroom Assessment, Classroom Instruction, Formative assessment, strategies
By Natalie Bolton
Standards-based grading and reporting policies are becoming a norm in P/K ‐ 12 schools, districts, and states. However, as policies are created calling for shifts in grading and reporting practices, it is imperative that time be spent on making sure that classroom assessments, both formative and summative, are of high quality. So, what tools or checks are in place to assist teachers in making sure their classroom assessments are of high quality, prior to reporting if a student has met a standard?
I’ve found that using the assessment development cycle as described by Chappuis, Stiggins, Chappuis, and Arter (2012) is a great tool to critique an existing assessment or to provide guidance as an assessment is being designed. Using the assessment development cycle helps ensure I can accurately communicate about student mastery of standards. All assessments, regardless of assessment method, should go through the cycle to ensure assessments are of quality. Three stages make up the cycle and are described in Figure 1. Continue reading
Posted in Assessment Literacy, Assessment Practices, Summer Conference
Tagged assessment literacy, assessment practices, ATI Summer Conference, Classroom Assessment, Formative assessment, grading, Methods and Theories, Pearson ATI, Practice, standard-based teaching, strategies
By Tom Schimmer
For an assessment to serve a truly formative purpose, it needs to cause some action by the teacher and students. In other words, the information gleaned must have the potential to illicit an instructional change or adjustment going forward. The word potential is important here because the resulting assessment information will not always lead to instructional changes since the assessments may confirm that what the teacher has planned for the next fifteen minutes is the most favorable direction to take. The point is that the teacher be in a position to consider those changes in real-time; that a teacher have the instructional agility to make the necessary maneuvers in as short a time as possible.
Formative assessment is a verb. When we view formative assessment as a noun we create two challenges. First, the assessment-as-noun mindset is one that views assessments as a series of events. This event focus creates the illusion that every time teachers assess their students they must create something tangible to hand out. Second, an event-based view of assessment infers that a teacher must “stop teaching” in order to “conduct” their formative assessments. While there is nothing inherently wrong with this approach in small, periodic doses, those who view assessments as nouns will find the prospect of day-by-day, minute-by-minute formative assessment daunting as they ponder the number artifacts they must create and collect. It’s no wonder some teachers proclaim that they “don’t have time for formative assessment.” Continue reading
By Ken Mattingly
Grades have served many purposes for many people over the years. The general intent, I’ve always believed, has been to represent how students are doing in school. However, there’s often disagreement on the specifics of the grade and exactly “how” it represents student performance. Some feel a grade should reflect the amount of work done by a student. Others view a grade as a representation of when a student learned the material. I would argue that each of these camps are missing out on a key aspect of a grade.
While a grade can tell teachers, administrators, and parents about a student’s performance, if it doesn’t inform the student, then a key player in the learning environment is being left out. If grades are to serve as communication, then they have to address the person that makes the most learning decisions in the classroom — the student. Grades must tell students where they are in the learning process and what they have to improve on. Continue reading
By Jan Chappuis
The preservice education my teaching colleagues and I experienced focused primarily on the act of instructing—different ways to deliver information—with no attention to responding to student work. Consequently, I, like many others, began teaching with a repertoire of four steps: plan, instruct, assign, and grade. First I planned what I would do and what my students would do. Then, I prepared the materials and resources. Next, I did what I planned, and they did what I planned. Last, I graded what they did. However, learning and teaching turned out to be far messier than I had been prepared for. Somewhere between “I taught it” and “they learned it,” the straight shot downstream to achievement sprung surprisingly into an array of diverging tributaries. Over the course of that first year, I discovered there are a thousand ways for learners to “not get” a lesson.
The belief underpinning my teacher preparation seemed to be that learning trots right along after good instruction, a sort of stimulus-response system, in which instruction alone will create learning. However, when students have continued learning needs after instruction, it is not necessarily an indication that something went wrong. Learning is an unpredictable process; instructional correctives are part of the normal flow of attaining mastery in any field. Continue reading
By Cassandra Erkens
In the countries out-performing North America on the PISA report, educational leaders began their school improvement efforts by focusing on increasing rigor (Ripley, 2013). In the US, businesses and colleges alike are clamoring for today’s graduates to be functioning at higher levels than they currently are. Toward that end, we’ve seen an increase in the level of rigor demanded in the newly emerging next generation standards (Common Core, national science standards, new state or province created standards, and so on). The question is no longer, should we increase the levels of rigor for our learners, but rather, how can we successfully increase the levels of rigor we offer and exact from our learners today? Continue reading
By Myron Dueck
A while back I heard an educator comment, “if you went back 100 years, the only thing you’d recognize is a classroom.” I am not sure if I agree that this is the case in all schools, but many teachers are adopting current technologies in the quest to engage the 21st century learner and meet him or her on common digital turf.
What I have heard educators say on many occasions is that we need to prepare the next generation of learners. While I agree that we want to achieve this goal, I am not certain that our practices reflect it –- and no area is more obviously lacking than that of assessment. Students are immersed in current technologies and teachers are not far behind, at least when it comes to personal handheld devices.
The big question is: How do we capture and harness the power of digital technology in the area of assessment? Continue reading