Convening Six Pre-work
~ Evidence of Learning and Feedback ~
Pre-work
In Convening 6, we will take a deeper dive into the Evidence of Learning and Feedback component of the Ohio Personalized Learning Framework.
Below you will see the indicators from the Evidence of Learning and Feedback component:
5.1 Mastery learning or competency-based learning is practiced.
5.2 Learners have opportunities to critique and revise their work to demonstrate master of targeted competencies.
5.3 Learners are assessed through a variety of ongoing and adaptable assessment techniques (e.g., performance-based, choice boards, open-eneded problem and project-based learning, etc.) to provide data to drive learning experiences. Educators and learners co-analyze this data to inform the next steps in the learning journey.
5.4 Learners receive feedback from the learning community (e.g.,teachers, peers, family, business and industry partners, etc.) so they can understand their current progress, recognize that mistakes are opportunities to learn and develop a plan for moving forward.
5.5 Learners regularly self-assess as an embedded part of the learning process. They accurately reflect on and communicate their progress and achievement to relevant stakeholders.
*For reference you can find the entire OH Personalized Learning Framework HERE.
Take some time to build learning around our planned convening six topic by exploring the resources below.
Something to Watch
Choose a video to explore how to develop assessment capable learners and adopt learner-centered assessment practices. Use the questions to reflect on your take-aways from each resource. Bring your reflections to share at our convening.
Option A
Why does Hattie suggest that our classroom focus should be on developing “student assessment capabilities?”
What are some of the distinguishing characteristics of “students who see themselves as their own teachers?”
Option B (See minutes 5:45 - 13:00)
How could a shift to more learner-centered assessment practices benefit both teachers and students?
Which of the four suggested shifts in assessment practices resonates most with you? Why? What actions could you take to deepen teaching practice in this area?
Something to Read
Choose an article to explore how to develop assessment capable learners and adopt learner-centered assessment practices. Use the questions to reflect on your take-aways from each resource. Bring your reflections to share at our convening.
Choice A:
Developing "Assessment Capable" Learners - Click HERE
Reflection Questions:
To what degree do your students have the opportunity for an active role in the assessment process as opposed to a passive role?
What actions are teachers taking in your district to intentionally foster the skills of assessment capable learners?
Choice B:
Fishing for the Right Assessment Language - Click HERE
Reflection Questions:
What is the significance of shifting assessment from “something done to students” to “something done with students?”
What suggested shifts in classroom language resonate most with your goals for adopting more learner-centered assessments? Why?
Examples From the Field
Choose one or two of the examples to explore the work of schools developing assessment capable learners and adopting learner-centered assessment practices.
As you read, reflect on these questions:
What do these examples affirm about your understanding of assessment capable learners and learner-centered assessment practices?
What inspiration can you draw from these examples for your own practice?
Learners explaining assessment capable learners:
Elementary Examples:
Secondary Examples:
School-wide Rubrics at Northbridge High School, Whitinsville, MA - Click HERE