By The Educator Collaborative Fellow Towanda Harris
In education, there have been times when we overcomplicate strategies that inform teachers of students’ literacy growth. During my time as a classroom teacher, my administration was hyper-focused on formal test scores as the sole factor in improving students’ literacy performance. I’ll admit that it was a bit overwhelming, because it was the main topic of discussion in grade-level meetings and, by default, overshadowed the individual milestones students would accomplish each week. This approach often resulted in missed opportunities to celebrate and support students as they became stronger readers and writers.
I recall, for example, a student I taught who was an amazing, strong, courageous, and deep-thinking addition to my classroom community; yet when it came to standardized tests, he would clam up. This overwhelming feeling would prevent him from performing well on timed tests–specifically high-stakes tests. Needless to say, at the end of the school year, when the time rolled around for the state standardized test, he clammed up, and eventually his nerves worked up enough for him to lose his lunch right there on his assessment.
It wasn’t a matter of this student’s “intellectual capacity;” it was simply that our measure of success was selective and only considered this specific score instead of also considering the story that led him there. Due to his unfinished test, he had to attend summer school to retake it and advance to the next grade. I hold on to that story because it makes me think about how limiting the types of data checks for students’ reading and writing abilities could become a hindrance to the support we provide them and the expectations we have for them.
Why It’s Time to Rethink Assessment
Why doesn’t data analysis work? All three researchers explain that while data is helpful with pinpointing students’ weaknesses, mistakes, and gaps, it doesn’t tell teachers what to do about them.
–Jennifer Barshay, Educator
As educators, we continuously collect data during the learning experience; however, when engaging in data conversations, we tend to prioritize quantitative data (the numbers) and often consider qualitative data (descriptive) as an afterthought. When working with educators, I strive to emphasize the importance of striking a balance in determining the most effective way to support students. I remind them that qualitative data provides the story behind the numbers, which is important to keep in mind when examining quantitative information. To ensure that our assessment approach is balanced, it’s essential to consider all forms of data, including both qualitative and quantitative. As we continue to collect data, we must pause to identify ways to utilize it to support student learning, improve agency, and foster a genuine love for learning. To move towards that goal, here are three quick shifts that would guide us onto that path.
Shift 1: Move from Data Collection to Data Connection
When students engage in new learning, we must ensure that they are grasping concepts, and we must gather data to inform our next steps in supporting student growth. When gathering data, we must balance both quantitative (numeric) and qualitative (descriptive) data to gain a comprehensive understanding. This balance helps us tell the whole story of a student’s progression on their learning journey. When we have a balance, we can better utilize the data to connect with students’ humanity and deepen our data conversations with students.
Here are some examples of different kinds of data we might use:
Qualitative: student discussion, conferring notes, observations, and exit tickets
Quantitative: benchmark assessments, EOY/EOC assessments, and unit assessments
Ask yourself: Do the data sources I use reveal information about the learner, not just their score?
Shift 2: Use Assessment as a Tool for Goal Setting
There is such a thing as old data. We shouldn’t get caught in spending all of our time collecting data that we forget to use as a guide to help students grow. Think about the first time you learned to ride a bike versus if you decided to enter into a Century Ride competition (a 100-mile cycling race) for bike riders. Both require the skill of knowing how to ride a bike; however, the pace and end goal vary. As we collect data, it’s essential that we continually include students in the conversation. Data should be transparent and leveraged as a tool to help students set personal goals, measure their progress, and identify areas for improvement.
When goal setting alongside students, consider:
- Introducing goal-setting protocols during conferences
- Building space into weekly routines for reflection and check-ins
- Giving students personal folders to help them keep track of their goals
Ask yourself: Do I see an increase in student agency when students set their reading and writing goals (with guidance)?
Shift 3: Make Reflection a Part of the Process, Not the End Product
Avoid the trap of sharing only quantitative data (see definition above) with students. To build agency in students, include them as thought partners throughout their learning journey. Of course, these conversations and opportunities may not happen often, but being intentional about building in reflection moments is a great start.
Here are some ways to build it in:
- Include reflection comment boxes on each data source used when goal-setting
- Use checklists and sentence stems (e.g., “I noticed…,” “I’m still working on…”)
- Pair reflection with peer feedback or revision opportunities
Overall, we must keep in mind the humanity that our students bring to the space. Data is not just data. Data is a crucial piece of the story that supports our decisions, strategies, and resources for building strong readers, writers, and thinkers. Move away from saying “I taught it, but they didn’t learn it,” and move towards a more responsive approach to ensure that our students’ brilliance is cultivated and honored. By rethinking how we approach assessment in our classrooms, students will begin to see themselves not just as performers, but as growing readers.
