CHANGING ONE THING CAN
CHANGE EVERYTHING:
STUDENT EFFICACY THROUGH SELFASSESSMENT
KATIE WHITE
WWW.KWHITECONSULTING.COM
@KW426
THE RURAL REALIT Y
Multi-graded classrooms
Multiple curricula
Online learning
Diverse needs
Focused assessment
Divided instruction
“To think like an assessor prior to
designing lessons does not come
naturally or easily…we are far more
used to thinking like an activity
designer or teacher once we have a
target.”
Wiggins and McTighe, Understanding by Design (2 nd Ed.), 2005, p.150
WHICH MEANS…
If we are ready for the reality…of
our curricula and of our learners,
then we can create a learning
environment that is proactive in
its support for student needs.
I N T RO D U C I N G …
Olivia
h t t p s : / / w w w. yo
u t u b e . c o m / wa t
ch?v=nQ94_T7
5Rt4
THINK-SHARE
Why was this clip
exciting for our
leadership team?
CELEBRATIONS
Confidence in the learning process and
awareness of the destination.
Increased ability to assess and reflect on
learning.
Demonstration of a growth mindset.
Enhanced communication between teachers
and students – evidence of a shared language
of assessment for, as, and of learning
Evidence of internalization of a new way of
thinking by the learner! What we were trying to
accomplish was working!
WHEN WE DON’T FIND TIME TO DO THIS…
We are unprepared to address student needs “in
the moment.”
We assess based on volume and compliance.
We report based on “magic math” and a “fuzzy”
combination of academic and behavioural
learning.
We feel pulled in many directions.
Students are unsure of what is next, how to
proceed, and what learning looks like in a
tangible way.
BUILDING A CONTINUUM
1-2-3 Find a partner
Introductions
Select a skill you both share:
Driving a vehicle
Preparing a meal
Using a cell phone
Write that thing down “We can…”
I CAN…
Create a landscape painting…
PROFICIENCY INDICATORS
I can mix a wash
I can complete a pre-sketch with strong
composition
I can mix colours
I can include a foreground, middle ground and
background
Can I mix a wash independently?
Can I mix colours with confidence?
BUILDING READINESS
I am learning
I am learning
I am learning
I am learning
effectively
to mix colours
use my materials correctly
how to sketch
how to use a horizon
How do I use watercolour paint?
How do I make new colours?
EXPLORING THE OUTCOME
I am learning to refine my compositions
I am learning to use more complex colours
I am building technique with my medium of
choice
I am refining my use of the elements of art
How can I build my skill with this medium?
How can I create more interest?
ENGAGING IN ENRICHED UNDERSTANDING
I am working on shading and blending
I am using new media
I am experimenting with mood
I am taking risks and painting with less
precision
When is more actually less in painting?
How can I apply what I know to new media?
ENGAGING IN ENRICHED UNDERSTANDING
I am working on shading and blending
I am using new media
I am experimenting with mood
I am taking risks and painting with less
precision
When is more actually less in painting?
How can I apply what I know to new media?
DEMONSTRATING PROFICIENCY
ENGAGING IN ENRICHED
UNDERSTANDING
EXPLORING THE OUTCOME
BUILDING READINESS
USING THE CONTINUUM
Engaging in
Enriched
Understanding
Demonstrating
Proficiency
Exploring the
Outcome
Building Readiness
Possibilities for
enrichment
Indicators of learning
Bulk of the learning
plan or “school”
Building the
foundation
Questions to guide
“digging deeper”
Questions to check
for proficiency;
Essential Questions
Questions to guide
exploration and
practice
Questions to guide
activation
•
•
Differentiation
Adjustment in
“real time”
through formative
assessment
•
•
•
•
Summative
assessment
Reporting
Re-demonstration
Metacognition and
goal setting
•
•
•
•
Formative
assessment
Feedback
Differentiation
Self-assessment
•
•
•
•
Pre-assessment
Vocabularybuilding
Concept
development
Basic skill
development
The most important
version of the learning
continuum is the one
belonging to you and
your students.
THE LEARNER
 Destination clear
 Flexibility and creativity
 Okay to ask for help
 Prior knowledge
 Focused feedback
 Shared language with teacher and family
 Center of the learning experience
 Empowered
 Enrichment is attainable
Changing one thing has changed
everything for Olivia
SELF-ASSESSMENT
Digging
Deeper
LEARNING STRATEGIES
ENRICHMENT STRATEGIES
Ask questions
Offer reactions and opinions
Use reference tools
Find and apply patterns
Make connections
Consider feedback
Prepare a plan for growth
Generate ideas
Visualize and imagine
Confer with others
Activate prior knowledge
Analyze details and examples
Engage in and use new words/
terminology
Make predictions/ hypotheses/
estimations
Experiment
Revisit texts/ processes/ skills
SELF-ASSESSMENT
Goal/
Outcome
Reflect
Actions/
Strategies
Self-Assess
Engagement
CONTINUUM FOR INTROSPECTION
SUB-SKILLS FOR SELF-ASSESSMENT
Noticing
Relating
Remembering
Comparing
Predicting
Decision-making
Organizing
Analyzing
Visualizing
Empathizing
Describing
Connecting
Imagining
Forgiving
Self-regulating
Revising
Revisiting
SELF-ASSESSMENT = CRITICAL SKILL
Supports active engagement
Supports student ownership
Acts as a catalyst for discussion
Tied directly to continuous growth
Supports diversity
Supports confidence and clarity
Builds responsibility and independence
CONTACT
Katie White
k.white@sasktel.net
www.kwhiteconsulting.com
@kw426
kw426.wordpress.com (blog)
#ATAssess
www.allthingsassessment.info