ReThinking Summative Assessments

As a coach and educator for over 15 years, I have noticed that there are many parallels between coaching and teaching.  I have always heard (and preached myself) that formative assessments are like the practices - players put in work and coach provides feedback preparing them for the big game.  The same within the classroom - the students put in work (formatives) and the teacher provides feedback preparing them for the big test (the summative). 

There has been much research and attention around formatives recently - and rightly so - the feedback it provides to both the teacher and student is so powerful in the learning process.

However, I wonder how much we have thought differently about the summative; or "the big game".

As I watched March Madness games, I noticed a ton of coaching going on.  The coach provided instructions and feedback to players constantly during the game.  And in many sports, the coach is actually able to call a timeout to stop the game to provide feedback, an opportunity for players to self-assess, and review expectations, instructions, and the game plan.  The coach does not just sit there in the chair and let the players perform and then give them a grade at the end of the performance.  If we preach that the summative assessment is like the game - then why does our teaching and coaching stop during the summative?

What if we thought differently about summative assessments?  What would this look like?

Life As a Student (Again)

Last night I experienced life as a student again - in a very meaningful way.  I coach a youth club team and attended a coaching clinic.  There were about 35 soccer coaches in the room - so as you can imagine - it was packed with egos.  

My hour as a student (again):

1.  I had a legit anxiety to answer questions.  The pressure of looking dumb in front of my peers was real.  

2.  Once I did engage and answer a question correctly (got positive reinforcement from presenter!), my confidence 

skyrocketed and I contributed some more.

3.  It was hard sitting in a chair for an hour.  I was squirming all over the place - probably looked like I needed to pee or had ants in my pants or something.

4.  I was unprepared.  I brought my phone to take notes if needed, but the presenter wanted people to have a pen/pencil and paper.  

5.  Literally the ONE time I zoned out for two minutes, I get cold called.  Yeah it was a bit embarrassing but I tell you what, it brought me back into the mix real quick.  I remained focus for the remainder of the "lesson".  The presenter allowed me to pass but said he was coming back to me.  I was good with that - he gave me an out at the moment but held me accountable for the remainder of the time.

Class participation has always been an interesting thing to me.  When I was in middle and high school - I never participated - mainly due to the feeling of inadequacy and fear of looking dumb in front of my peers.  Last night I reflected on all of the times I have been in your classrooms this year.  Our teachers (YOU!) do an amazing job at engaging our students in a safe way.  I think sometimes we (me) forget how challenging and scary it is for our students to respond to questions or even ask questions in a classroom filled with peers.  The power of peers is strongest in middle school - that does not change, in fact maybe it is amplified, while in the classroom.

I have seen our teachers do such an amazing job at creating a classroom atmosphere that is safe to ask and answer questions.  I am so grateful for that.  I have seen our teachers work one on one with a student and whisper to that student "you know this one, get ready, I am going to have you share with the class".  That teacher is setting up that student for a successful moment in front of his/her peers.  What an awesome, powerful moment for that student!

I have seen our teachers cold call on students but not to embarrass them but to get them back into the mix.  It is a skill that so many of our teachers do so eloquently.  

I have seen our teachers implement very brief but needed movement breaks built within the lesson for our students.  If adults need it, 12 year-olds certainly need it!

I have seen our teachers recognize and reinforce the students' effort - not always the end result.  Thus, our students see the value in the process.

Sometimes we all need reminded what life is like as a student.  It helps us to keep perspective.