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You May Not Like It, But It’s Where We’re Going
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12 thoughts on “You May Not Like It, But It’s Where We’re Going”
And why am I sounding snarky about the over-intellectualization piece? Because while we are focused on each other in “spirited” (read “ego-driven”) professional debate, the kid in the back row of our class just fell asleep again, because we didn’t change the assessment model to give her hope. Up goes the hoodie. No, sir. Not on my watch.
Check out Claire’s last tweet. She agrees with Rick Stiggins that it’s not just a misunderstanding, but NO understanding of assessment and curriculum – what those words really mean.
She continues:
…assessing with no training or understanding of what assessment is – that’s resulted in a national crisis. Promoting 4% kids and the traditional teachers who collect the most “data” on them, and just pushing 96% kids through classes with punitive grades and closed hearts is not teaching….
Here’s a link to the interview: https://t.co/puURqoYSXO
Dr. Stiggins says “The number one issue in school improvement these days is the lack of assessment literacy provided to teachers…”
It’s not just foreign language, most teachers don’t even know that “assessment literacy” is a thing. They don’t know what they don’t know.
Voila. Stiggins paraphrased notes from radio show:
https://docs.google.com/document/d/1ySP0_rpDIqSMp-L2vPo0fI87BPlmgR5xqR_QC3hcLMA/edit
In red are my comments.
Assessment nerds, please follow me @ensor_claire
(I’m Donald Trump orange in my icon here, but I’m Smurf blue there. What’s with that?)
…assessing with no training or understanding of what assessment is – that’s resulted in a national crisis. Promoting 4% kids and the traditional teachers who collect the most “data” on them, and just pushing 96% kids through classes with punitive grades and closed hearts is not teaching….
…assessing with no training or understanding of what assessment is – that’s resulted in a national crisis. Promoting 4% kids and the traditional teachers who collect the most “data” on them, and just pushing 96% kids through classes with punitive grades and closed hearts is not teaching….
…assessing with no training or understanding of what assessment is – that’s resulted in a national crisis. Promoting 4% kids and the traditional teachers who collect the most “data” on them, and just pushing 96% kids through classes with punitive grades and closed hearts is not teaching….
HELL YEAH!
We could probably put what you said above this way ,jen:
…assessing with no training or understanding of what assessment is – that’s resulted in a national crisis. Promoting 4% kids and the traditional teachers who collect the most “data” on them, and just pushing 96% kids through classes with punitive grades and closed hearts is not teaching….
You two are adorable.
::Slow Signal::
I’m a slow processor and consider multiple perspectives on the matter. So, while I am commenting as much as I can, I am doing so because I will not be able to make it to iFLT.
I understand that “We are going to build our assessment program and curriculum for 2016-2017 on what is best for children and what is most aligned with the research.”
What does that look like? What do we have so far? What are some key assessment terms and concepts that are going to be applied with said program. I would like more transparency.
I love the direction. No doubt. But just like our students, I will need scaffolding and time — the process needs to be spelled, succinct. No ego here, I am just trying to understand.
“What are some key assessment terms and concepts that are going to be applied with said program.”
I agree. The biggest problem is the lack of understanding about key terms. You geniuses keep inventing awesome concepts and techniques, and I applaud you, but you struggle to find the words to explain amazing ideas like “looking for breakdown” as “formatively assessing for comprehension” -something that administrators (should) understand and embrace. You know your instruction and assessment are working, you just need a translator so you can share with the world how amazing you are.
Let’s revisit the words “assessment” “curriculum” “instruction” (the educational trifecta) and add “Scope and Sequence” to the definitions as well.
It’s the ugly head of elitism with those 4%ers getting away with being the only ones to get through four years. White privilege. Why didn’t anyone come up to me 35 years ago when I had five white girls and one white boy, all from wealthy South Carolina families in my AP French Literature class? Or another year 7 white girls and three white boys. Like that. Elitism as normal in our society. No principal, no one in the building thought it odd.
Now, those principals who allow that imbalance, who see it as normal that only a few kids get to dominate, they are unaware, right? Does that make it o.k? Is it bullying if the bully doesn’t know they are doing it? Are admins bullies if they don’t know they are bullying teachers like jen by asking for a curriculum from her as she is let go? Just some thoughts. The one in italics has been in my head all day.
Ben, bullying is learned. I’m optimistic about people and people generally do not do harm intentionally — it’s not inherent in them. However, this crap money culture promotes bullying and “survival of the fittest” and corrupts the youth. Combine this with the colonial damage from when the country was formed… uh, I hate ranting about this stuff.
So your situation happened because they were taught that way. Interestingly enough, our recent French immersion camp there was only 3 out of 8 teachers who were white. Our populations generally represented the teaching staff who attended.