Tag Archives: assessment

Students choose, AI delivers

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Thinking about AI use in schools, the vast majority of assignments are currently pretty easy to use AI to assist. Students can use this to extend their learning or to do the work for them/make the work significantly easier to do. And then teachers become police… not teachers, trying to figure out how a student is using AI to cheat.

Two big takeaways, one being a positive shift the other being a challenge:

  1. Process matters more than final products.
  2. Students will choose if they want AI to help them or do the work for them. Will they choose to have AI assist their thinking or do the thinking for them?

We have control over whether we focus on process or content. Students have the choice as to whether they use AI to help them think or to think for them. A focus on process can reduce how much a student relies on AI… but a student can always get AI to assist them with the next step.

I’m excited about how students will use AI to dig deeper and extend their learning. I’m equally concerned for students who are choosing to use AI to take the friction out of leaning… opting out of thinking for themselves. Whichever of these approaches students choose, AI will deliver.

Close to the source

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Please visit Kelly Tenkely’s Substack and read, ‘Staying Close to the Source’. She starts with a wonderful metaphor,

“I was the kind of kid who loved to collect rocks. I was especially taken with any rock found in a stream or lake. Those rocks felt different. They seemed uniquely magical, luminous, and glittering just below the surface. Smooth, as if they’d been polished over time, their colors saturated and alive.”

… “Each time we visit a learner-centered school, I’m struck by that same kind of magic.”

I’ve had visitors to Inquiry Hub tell be they could feel this magic. They’ve described that this is a special place. They’ve been struck by the way our students share their learning experiences, and how open they are to articulate both their learning processes and their personal inquiries.

We still have percentage grades in grades 10-12, we are still a BC, Canada school providing our students with a regular diploma that they would get at any other school. But we offer opportunities that most students don’t get. We can’t compete with elective course offerings a big high school can provide, but we can have students design their own elective… but only after 1-2 years of doing shorter, less comprehensive, inquiries with continual reflection and sharing built into the process.

I’m not sure how this compares to the schools Kelly visited, but her post concludes with:

“May we stay closer to the source where learning happens. 

May we teach educators how to notice, how to listen, how to see the glitter. 

May we trust that teachers can sit beside learners and bear witness to their growth, without needing to pull it out of context to prove it exists.

Learning, when you’re close enough to see it, is unmistakable.”

This spoke to me, and reminded me of the special teachers and students I get to work with. I encourage everyone to read Kelly’s full post.

Deadlines and consequences

William Ferriter recently shared, “When it Comes to Deadlines, the “Real World” is Far More Flexible than Many Teachers.” And he gives some real world examples to consider, such as his power bill giving him 30 days to pay… and even if he misses that deadline the consequence over the next month is a whopping $1.08! That’s a lot different than giving a zero in an assignment with the excuse that this is a ‘real world’ consequence.

In a comment, I shared how a teacher at my school uses a zero as a potential consequence:

I have one teacher who uses zero’s as a ‘placeholder’ for late work. So for an easy example, in a course where there are only 100 marks given and a kid has 50/60 so far, the kid is at 83%. Now let’s say the kid doesn’t hand in an assignment worth 15% on time. The kid gets a placeholder zero, and the immediate consequence is that the 83% in the gradebook becomes 50/75 or 67%.
So the student sees the consequence of not handing in the work! BUT… if the kid hands it in later, and gets 13/15, the mark immediately changes in the gradebook to 63/75 or 84% (no marks off for late).
In a course where the gradebook is always visible, this allows the kid to see the potential consequence of a zero/no submission, but provides the opportunity to make it go away completely.

Boxes Made to Fit

William (Bill) Ferriter shared a post on LinkedIn about the struggles his daughter is having at school. While I will share a key quote from his post, I encourage you to read the full post here. Bill said,

Should we be failing students who pass unit tests and quizzes but don’t turn in practice tasks? Were those practice tasks essential as a vehicle for preparing students or assessing learning if a student can demonstrate mastery on the unit test without them? How many assignments do we really need to determine if a student is working at or above grade level? Could we use something other than zeros — think codes like INC or placeholder grades like 50s — to report on missing work? Does every student have to do every assignment?

On a more philosophical level, are we cheapening our professional credibility when we report that a student who passes most/all of our quizzes and tests has failed our class? Are grading policies with rigid consequences for missing work effective for encouraging learning? For changing behavior? Is the purpose of grades to report on student mastery of essential outcomes or to report on the ability (or lack thereof) to keep up with schoolwork?

I left Bill the following comment:

In my first year teaching a colleague (also in his first year) was experimenting with grading and asked a simple question that has stuck with me:
“Are we counting marks or marking what counts.”
(See the first half of this old post – if you go past the first half, sorry that the image links seem to be broken.)

My daughter was training 24-26 hours a week in Synchronized Swimming and missed some gym classes going to Provincials and Nationals. Despite consistently being the second fastest girl doing their weekly runs (behind a Provincial level soccer player), she was told at the end of the year she would only get a ‘B’ unless she made up a run and did a volleyball rules quiz she missed.

I share this because it exemplifies the idea of just counting marks.

To me this undermines the professionalism of teaching. It says, ‘We only care about the numbers’, and that my friend is exactly what AI can do better than us. I hope to see educators around the world thinking more deeply about what really matters to students in school. We need to stop building schools and courses like boxes students need to fit into and more like boxes made to fit students!

A message to high school teachers

If you are in a semestered high school, you are about to finish semester 1 and start semester 2. That means it’s time to give students final marks in half of their courses. How do you work out their marks? Is it a matter of just looking at your mark book and averaging or tallying up marks from September to now?

Consider this little analogy I’ve shared before… and ask yourself if there’s a kid or two who might deserve a better mark considering how they are doing now compared to 4 months ago:

__________

The Parachute Packing Analogy

I love the simplicity of this example! There are 3 students who are in a parachute packing class:

Students take 3 tests during the course.

Student A starts off strong and gets an A on the first test, gets a B on the second test, is over-confident, flounders and gets a C on their final test.

Student B is a solid B student and gets B’s on all 3 tests.

Student C struggles on the first test and gets a C, starts understanding the concepts and gets a B on the second test, then totally understands all the concepts and finishes with an A on the final test.

All 3 students have a ‘B’ average in the course.

Which student do you want to pack your parachute?

__________

You don’t ‘need’ to mark the way you used to. You don’t ‘need’ to mark the kid getting 46% just by the numbers, especially if their mark was 36% at the start of the year and they are much more successful now. You can bump the one kid up 2% for the ‘A’ because they did poorly on one test the whole semester… And totally justify not giving another kid that 2% because they are short of getting an ‘A’ from consistently getting the harder questions wrong, and have not demonstrated that they are a ‘A’ student.

Equal ≠ Fair

Equal is not equal to fair. You can be fair without treating everyone equal… with assessments, with support, and even with how much homework you give them.

Assessment isn’t just about averaging and tallying marks, and fairness isn’t determined by equal treatment.

Unexpectedly clever

There is no such thing as a perfect worksheet, and students will often read a question and figure out an unintended way to answer it. Here are two clever responses… the difference being the teacher’s assessment.

I look at the first one and I can hear the Madagascar movie version of it in my head. The teacher states the obvious, “Not the answer I was looking for” and gives it a big red X.

It’s obvious in the second one that the answer also wasn’t what the teacher was looking for, but that teacher gave it a big red check mark and a star.

“Not what I was looking for” does not mean wrong.

A clever response may be unexpected, however whether it was an intentional circumvention of the intended outcome or just insightful and clever it deserves to be appreciated rather than marked incorrectly. In my books, both these kids deserve a star.

Satisfactory Work Habits

When report cards go out, they include Work Habits. The usual standard is either that you got a ‘G’ for good, or you haven’t done a good enough job. Admittedly, as a parent, I wanted to see ‘G’s more than ‘A’s, because I wanted to know that my kids were trying their best.

At Inquiry Hub we look at it differently. We think the scale is skewed to the negative with ‘Satisfactory’ being something bad, when in fact in means you are doing a ‘good enough’ job. This was part of my message home to parents that went out on report card day:

—

Work Habits – The work habits provided are ‘G’ – Good, ‘S’ – Satisfactory, and ‘N’ Needs Improvement. 

Many middle and high schools break this up as ‘G’ = anything above average. ‘S’ = There are some issues. ‘N’ = Not good. Some schools even give awards for students that get “All G’s”. That is NOT what we do here. The word ‘Satisfactory’ is not a bad word. Satisfactory means doing what needs to be done. That’s not a bad thing… could it be better? Yes, it is possible that a student can step up and do more than they need to… that’s ‘Good’. And for us an ‘N’ means that work habits need improvement, like most other schools. 

We like to have a positive distinction between ‘Satisfactory’ and ‘Good’ rather than ‘Good’ being the only measure of doing good work. It’s more important to us to separate 2 kinds of ‘Good’, than 2 kinds of ‘Needs Improvement’. In fact, we have many over-achievers in our school, and one thing we stress is that sometimes it’s perfectly OK to do ‘enough’ work in one area so that you can focus more attention in another area. Can you still talk to your child about moving from ‘S’ to ‘G’? Sure, but please don’t put a lot of emphasis on this! ‘Satisfactory’ can often mean, “I did what I needed to do to get the job done.” If everything you do is always good, that’s a heck of a lot of stress to deal with when you have a lot on your plate. 

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This approach seems even more apt now that we are having students do SCRUM projects, because part of working on a scrum team is defining what ‘Done’ looks like. For some parts of a project ‘done’ doesn’t mean ‘excellent’, it means good enough to move on. This is an important skill to learn. The interesting thing is, when you are working on a team, the collective definition of done is usually more than just ‘satisfactory’, and is already better than ‘good enough’. This isn’t about putting the least amount of effort it, it’s more about not extending the team so much that they can’t finish a project on time.

Sometimes satisfactory work really is the goal, so that you have the time, energy, and enthusiasm to do other work at an excellent level. A satisfactory work habit means that you’ve done what you needed to do.

More like real life

I enjoy seeing teachers talk about assessment like this:

The best part of the clip is when Mrs. Lemon says, “I wrote better tests that focus less on recall and more on application.”

Although, I love the ending too… “At the end of the day, this is more like real life. There are very few circumstances where are you don’t know the answer to something and can’t look it up.”

What future are we preparing students for? How is our assessment demonstrating this? Are we showing what we value by what we measure, or are we just measuring what’s easy to measure?

That BS kid

I was one of those kids. You know the type, every report card my marks were somewhere between average and good, with comments about me not meeting my potential… The ‘BS’ grade of ‘B’ but only a ‘S’atisfactory for effort, rather than ‘G’ood. With a few exceptions the marks could have been ‘A’s. It got worse in university where my marks became further divergent, with me getting ‘A’s in the courses I liked and ‘C’s in the ones I didn’t.

It took my Teacher Ed degree at 29 years old before my marks started to actually represent my abilities, and even then it was partially because I surrounded myself with people who pushed me. I can still hear Anna-Christana’s voice, “Dave, look at our calendar, we have 3 big things due, one on Thursday, two on Friday next week, so you need to start at least one of them this weekend, ok?”

It took me almost two decades of schooling to figure it out on my own before starting my Masters. And now, despite knowing these kind of students, despite being one of these students, I still don’t know a magic formula to move a ‘BS’ to a ‘BG’ or an ‘AG’. As a side note, it’s not as much about the ‘A’ mark as the ‘G’ for effort, that I’m really interested in seeing… change the effort, grades will eventually follow.

In high school, favourite teachers of mine could get me to put more effort into things, but they didn’t decide to be a favourite teacher, I decided. That speaks a lot to the importance of relationships in teaching, but kids don’t always meet you there. Yes, we can excite these students about a project that are in their areas of interest. Yes, we can give them more choice in assignments and ways to demonstrate learning, but at some point they need to step up too.

I wish there was a secret I could reveal. I wish I could look back in time and say, ‘If only I had done this‘, or i’If only someone had provided me with that‘, well then things would have been different. Maybe there is something, but for me it was my age and my willingness to put the effort in. Until then, learning on someone else’s agenda was pretty much BS to me.

Averages and Parachute Packing

This is Part 2 of:

Average tells us nothing.

Here are some very well rounded marks of a hypothetical student in a course:

The student starts out very average with 60% on the first 3 tests:

On the next test, the student shows much greater comprehension:

Then on the final test, the student shows mastery of the PLO’s, the prescribed learning outcomes:

Now if these were tests on completely different units, unrelated to each other, you could argue that the student deserves a 70% final. However if the student was learning information that was cumulative and knowledge at the end of the course required understanding of previous work, then wouldn’t the student deserve a higher mark?

For example, if the student was learning to code, and the simple(r) concepts learned at the start of the course (that the first 3 tests were on) were required understanding to do well in the second part of the course: Shouldn’t the student’s final mark represent greater understanding of the course than the 70% final mark from the average of all 5 tests?

The Parachute Packing Analogy

I love the simplicity of this example! There are 3 students who are in a parachute packing class:

Students take 3 tests during the course.

Student A starts off strong and gets an A on the first test, gets a B on the second test, is over-confident, flounders and gets a C on their final test.

Student B is a solid B student and gets B’s on all 3 tests.

Student C struggles on the first test and gets a C, starts understanding the concepts and gets a B on the second test, then totally understands all the concepts and finishes with an A on the final test.

All 3 students have a ‘B’ average in the course.

Which student do you want to pack your parachute?