Finding the Good in Assessment

With the temperature at -26 degrees (and a windchill even lower) my district had "cold" weather days for the past two days.  Our instructional support team (which I am now part of as an instructional coach) braved the cold to attend the annual Michigan Assessment Conference.  The conference covered the changing face of state assessments, common assessments, formative assessments and growth models.

A new teacher in one of the sessions I attended told me that she was shocked to learn that assessment can be useful to teachers.  I was shocked by that statement, at first.  Then came the realization that in general the majority of our new teachers are coming out of teacher prep programs with a negative feeling about assessment.

Since I doubt our state governments or the federal government are going to ease up on testing anytime soon, I choose to accept whatever useful information the results give me to improve instruction and ignore the negativity.

It would be sad to me if the negative press around testing prevented our teachers from opening their minds to using formative assessments in their classrooms.  The information we gather about student learning from formative assessments can and should be used to guide our instruction.  As teachers we need to do everything we can to work smarter. Working smarter maximizes student progress and that progress is faster when we've developed clear learning targets based on assessment.

 As a teacher, I often thought about why the nuns always gave me a pre-test and a post-test in elementary school.  Turns out that even "back in the day" they were working toward specific learning targets.   I sure wish they would have told me what the learning targets were...but that is another post.

By comparing formative assessment results and summative assessment results, we can identify student learning trends and adjust our instruction in ways that address the real student learning problems.

There are two purposes of assessment: enhancing student learning (ex. formative assessments) and verifying achievement (summative assessments).  In my mind, this kind of eases some of the negativity.  The tests that are being required by so many states are simply a snapshot in time that help us identify student learning trends.  Based on those trends, we can do additional assessments to help us identify the student learning problems and adjust our instruction accordingly.

from Improve Assessment Literacy Outside of Schools Too  by Rick Stiggins

If you look hard enough, you can find the good in anything.  Assessment can be powerful and so can the way we use it to improve our instruction and student learning.

Guest Post by Megan from Mrs. Wheeler's First Grade

Hi everyone! I’m Megan from Mrs. Wheeler’s First Grade. I am from Ohio and have been teaching first grade for 10 years.  I am happy to be guest blogging for Kimberly today!  Today’s post is all about assessment! 

Assessment can be a tricky thing, especially for new teachers.  Knowing what to assess and when to assess is challenging.  At the start of the year, I like to get a good picture of each of my students.  I do this by administering both pencil/paper and oral assessments.  Although it can be somewhat time consuming, the one-on-one time I get with my students tells me a lot.  This year, I am super excited about using my assessment pack.  With all the new changes to the standards and teacher evaluation systems, documentation is very important.  These assessments are going to come in very handy for parent meetings and RTI.

In first grade, I do a lot of my assessments with white boards and a checklist.  I like doing this because it’s quick and to the point.  I can assess word family knowledge, sight words, phonics chunks, and most skills for Math.  I keep my clipboard stocked with blank checklists near my rug so I can grab it when I want to do a quick check.

For Writing, I like to use a composition notebook to take anecdotal notes with kids as I conference with them.  I put each child’s name at the top of a page and skip a few pages before putting the next child’s name.  I have found this to be the best method for me over the years.  When we “publish” a story, I use a rubric.  I have my students self-assess with a rubric and then I complete one as well.  I have also seen some teachers use a file box to keep their student’s notes about writing.  The clipboard/label method is also an option.  I recommend finding a system that works for you.  You are the one that will be implementing in your room, so it’s best to find what best meets your needs.  My writing rubrics and lots of other goodies for writing can be found in my writing resource pack, which is shown below.

As mentioned above, for Math, I use student slates for a lot of my assessing.  However, when you have a big group of students in your room, slate assessment isn't always accurate.  It’s very easy for students to peek at others’ boards!  We so busy looking around and marking on your checklist, we probably don’t even notice half the time!  Exit slips are great for the end of a lesson.  You can do these by giving students sticky notes and having them answer a question or problem on them.  These work great for those times when you don’t have an assessment prepped.  I use my Math Quick checks all the time!  It’s so easy for me to pull the ones that I need for the week from my binder.  I have it out during lesson planning so I can ensure I am assessing throughout the week.  

  

It's good to remember that you should find a system that works best for you!  I hope you enjoyed this post and got some tips!  Please come visit my blog anytime!

xo

Megan 

Checking it Off the List

I've worked in my room for a couple days so far. We don't actually start school until the Tuesday after Labor Day. But, we have open house the week before school starts.

 My progress in pictures...

Round 1 of shopping

Math journals for my Math Journal Prompts
my favorite pencils (Ticonderoga)
bins to reorganize (pictures of the finished area coming soon)
writer's workshop folders
reusable lunch bags for my Funky Fun Vowel Games
assorted post it notes sharpies (because you can never have too many)
erasers
 double sided tape (for my anchor charts)
printer ink for school things I print at home
a new rug for my reading loft
assessment binders and dividers
chapstick (I'm a junkie)

A close-up of my fancy post-it notes and notepads...

I was super excited to find these speech bubble and iphone sticky notes at Walmart.  

I also bought the ipad notepad, but it is not sticky.  

I'm sure I can think of something fun for my kids to do with all of these.

Birthday Balloons...ready!

You can read an old post about how I celebrate birthdays in my room here.

Cupcake Liners added to the Birthday Snack Paper Jar

Memory Jar - emptied and ready for new memories

You can read a post about how I use the memory jar here.

Betty and Bernard - the Binders

My assessment binders.  Ughh.  Last year was the first year that I used an assessment "binder".  

Before then, I kept my assessment information for each child 

in separate file folders neatly organized in an assessment crate. 

 I liked my system. 

 EVERYONE else used these giant binders.  I folded.  I caved. 

 I decided to try "the" binder.  

I didn't like it much.  I preferred my folder system.

Then...my principal (Mr. Principal of the Year) 

wrote some very nice things in my evaluation about my assessment binders.

So, I guess I'll use this system again.

Why do I have two assessment binders?  

I refuse to be the victim of an assessment binder volcano incident.

You know, when the whole thing gets so full that it explodes 

and all of your hard work gets mixed together and results in a two hour resorting project.

One for boys.

One for girls.

They are labeled on the side.

Teacher Only Pencils

I do not like to share my pencils with students. 

 I am happy to give them a pencil to use/chew on/lick...but I like my pencils clean.

So, I have a teacher only pencil jar on my desk (my pencils are decorated with washi tape).

Math Tool Kits

We are starting a new math program this year (the Common Core version of Everyday Math).  I will have math tool kits at each table for my students to use this year. The math tool kits will start mostly empty, and we will add tools as they are introduced/needed for different lessons/activities. 

In addition to all of that, I reorganized my word work games (picture coming soon), worked on my year long planning, reorganized the poem and updated my choices for the poetry books my students make throughout the year and poured over the first two years of our new math program (hooray!).

Next on my list is to prepare all the open house stuff and refile the pile of stuff from last year that I keep avoiding.

Writing Goals Anchor Chart

I must say that I'm shocked by the power of the writing goals anchor chart that I just started using in my classroom. It is not my original idea. I pinned a writing goal anchor chart on Pinterest a while back. Unfortunately, I can't find the original source because the image that is floating around is accompanied by "I don't know the original source".   So, if this is your original idea...thank you and and I would be happy to give you credit.

 So... here is the chart that I made for my first graders. You know how I love scrapbook paper...some scrapbook paper and a few sticky note strips and bam! We have posted writing goals!  

These are not the real goals for my students.  I took the picture before I had a writing conference with each student to set their first real goal.  Each time one of my students finishes a piece of writing, we have a writing conference.  The student reads their writing to me and we set a new goal (or keep the same goal if needed).  

Occasionally, teachers (and parents) ask me about the fact that my students reading levels and now writing goals are posted in my room.  I try really hard (like most of us do) to create an atmosphere that promotes individualized learning.  Everyone is working on improving different things throughout the day (even me - especially me) and I expect the students to respect each other.  My students don't ever ask about it, they just know that it's my job to help them maximize their learning and that it's their job to work hard and support their friends who may have different goals.  

Off to go shopping with the girls!  These southern folks are lucky!  I love snow, but I could get used to this sunny and 70's business.

Super Spelling Slippers

When I first started teaching 1st grade, there was a great debate at my school (ok, it wasn't so great) about whether or not first graders should take spelling tests. As a result, first grade teachers in my district are able to choose whether or not to do spelling tests in their classrooms. I chose to go with the spelling tests for 3 reasons.

1. I work really hard to make spelling (even the tests) fun in my room.

2. I want my students to be prepared for 2nd grade (where they will all be expected to take weekly spelling tests).

3. Data is good. It helps me plan instruction and intervention.

Before we take our first spelling test, I read Fancy Nancy Splendid Speller to the class. This story covers everything from "eyes on your own paper" to "I'm going to be happy if you try your best". My students loved this story and I love Fancy Nancy (a win-win)!

How about the fun part? I invite my students to wear Super Spelling Slippers during the test each week. Wearing Super Spelling Slippers is completely optional for my students. Many students who chose to wear them have reported that they feel like they have extra spelling power with their Super Spelling Slippers on during the test. I also wear my own Super Spelling Slippers during the test each Friday.

Here is a picture of some of the Super Spelling Slippers in my room this year.

It's all about how much fun you make it. :)

Super Size Assessment Binder and a Freebie

As I prepare to start school (on Tuesday), I decided to revisit/rethink my assessment recording forms from the previous years. Unlike most of the teachers on my team, I have always kept my assessments for each child in individual student files. Then when I have a meeting about a specific child, I only need to bring one file. I keep my data for the whole class for each kind of assessment in another notebook. It's small and manageable for me. It also fits on my nightstand...just in case I wake up in the middle of the night freaking out about who understands (or does not understand) linear measurement.

This year, I'm going to TRY to organize my assessments in the over-sized, gigantic, extra-large assessment notebook that most of my teacher friends "love". You know...the kind where all the information for each child is in that huge binder that seems like it might erupt into a paper volcano if a kid bumps into me. Yep, that one. I'm really only trying it, so I can say that I still prefer one file at time. But, who knows? Maybe I'll learn to love it.

Here is my new JUMBO binder. It's empty, but I do love the cover. Unfortunately, I downloaded it from one of the teacher blogs I follow, but I can't remember which one. If anyone recognizes it, please let me know so I can give the person credit. It was shared with several other adorable binder covers.

The cover matches the one I downloaded for my lesson plan binder.  Oh, I wish I could remember who shared these!

Here is one of the forms I use to record some of the things we assess for literacy.  Feel free to click on the picture if you'd like to download either one.

This one is basically the same, just more generic.

Off to work on my to do list.  Enjoy this long weekend!