In PYP schools there are six units of inquiry over 6 ‘grade’ levels from PREP to Grade 5. That equals 36 units of inquiry. That’s 36 opportunities to analyse and synthesize the learning at the ‘conclusion’ of a unit of inquiry. Yes, I’m fully aware that formative assessment is happening all the time. But as far as the summative assessment goes, we do this only once at the ‘end’ of a unit. This is a way to gauge what a student’s understanding of the central idea is after 6 weeks of learning and inquiring.
How can we effectively capture all that learning and understanding?
For years we’ve been creating rubrics. They take a long time to design and develop. This process does allow the people in the same room to not only deepen their understanding of the learning and make connections to the central ideas and lines of inquiry…….this approach also creates a common language and sets clear expectations on the possibilities and the potential that may come out of those learning experiences.
Is the investment (time, effort and energy) worth it when developing a rubric to assess students’ understanding and knowledge? Does this process add value?
In short, yes. Taking teachers through this process requires a lot of constructing and it is through that process we are able to share, defend, explain and talk about student learning. That in itself is pretty exciting stuff. While it does take time in reaching consensus… only then can we achieve clarity. It helps us see how to measure progress of learning and evidence it alongside of the rubric. Students still can choose the best way to demonstrate their learning, it is the rubric that anchors how student’s represent what they have come to know and do.
We’ve changed the branding of ‘rubric‘ to ‘learning continuum,‘ which has created a positive spin on developing robust, relevant and authentic learning expectations.
Our goal as a school is to develop 36 learning continnums, just like a POI. We can critique these, challenge them, build upon them, just like we do with all central ideas, not only as a POI review, but at the start of each unit. We are finding that we are getting better at writing these over time too. Yes, at times we hit walls and get stuck, but it is the fighting through it that we have the best conversations which leads to better ideas, resulting in better teaching.
Personally, I feel that most assessments fall short and teachers end up doing another reflection as their summative assessment. This is not good enough and it touches on Sam’s previous blog post of salmon swimming up stream…. teachers just run out of time; therefore, well put-together, thoughtful and meaningful assessment tools take a back seat! The unit simply fizzles out and doesn’t become much for student’s to engage with it and look for way they can transfer this into other areas of learning.
So why am I writing this? Well, there are a few reasons… the main one is that through the self-study process, I’ve come to realize that section C4 (Assessment) is an area that we need to challenge. We don’t have a clear approach or expectation on what that is or can look like. If we are to be true to the teaching and learning then we need to honor it with a rich and authentic learning continuum – it is all in the feedback we give to our students. Finish the unit well by taking it all the way! Do more than notice the learning, embrace it and set goals with your students, so that the next unit is a continuation from the previous one. How can our students improve from unit to unit, not just wait for the next ‘Sharing the planet’ unit in a year’s time.
What do you do to capture your students’ learning?
Let me know if you want to take a look at some of our Learning Continuums. We need to share these more with one another, so we can adapt them and design powerful assessments – together.