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.

Feel The Burn

Early in my education (and parenting) career, I thought behavior management was like the old hot stove example.  If you touch a hot stove and burn your hand you won't do it again.  Right?  So therefore, logically, if you make the consequence (burn) strong enough for a student then they won't do it (touch the stove) again. Wrong.

For the last three years I have been in a position to provide those consequences to students.  I wanted them to "feel the burn" so to speak.  Each time the same student messed up, I would provide a stronger and stronger consequence - detention, in-school suspension, Saturday school, out of school suspension.  And each time I would think "this is going to do it; finally this big consequence will deter the student from doing this behavior again!".  I was so wrong.  It never did.  They kept doing the same behavior and kept getting the same old consequences.  Consequences do not change behavior!

{Now, for some, the consequences are a deterrent. Many students will not engage in misbehavior because they are so afraid of the consequence.  First and foremost, they want to do the right thing but also they don't want to get in trouble. So just having the code of conduct and threat of a suspension or even detention is enough for them to deter from certain behavior.}  

As we know from experience (yeah, it look me awhile) and as research supports, consequences to misbehavior are necessary but are not an effective means to change behavior.  Again, consequences are necessary.  Can you imagine our world without consequences to behavior?  Scary.  

So what do you do with the kids that touch the hot stove over and over again and keep getting burned. How do we change their behavior?  The answer is simple and no secret - especially in our world of education.  Relationships.

We are in the business of changing lives for the better.  Our job is to teach and coach the new student towards new behavior.  Behavior is learned which means it can taught.  But as James Comer said, "no significant learning can occur without a significant relationship".  The foundation to change in behavior is a positive, trusting relationship between the student and adult.

To conclude, there are students you may have a significant relationship with yet you are not seeing that change in behavior...yet.  Sometimes it takes years for a student to "get it".  Keep teaching 'em, coaching 'em, and loving 'em.  The fruits of your labor will produce.

http://www.pnas.org/content/113/19/5221.full.pdf

3 Leadership Lessons

A few hours ago, the Wisconsin Badgers basketball team beat the #1 seed and returning National Champions, Villanova Wildcats.  I often enjoy more listening to the coaches and players after a game than watching the actual game itself.  Here are three leadership lessons from the game and post-game quotes.

A great leader will...

1) ...learn from the best.  Senior, Nigel Hayes, made the game-winning basket.  He said that he learned the move from watching a clip of Michael Jordan.  Nigel clearly watched film on the best player ever (sorry LeBron fans) to become a better player.  Who are the great leaders in your life that you are watching and learning from?

2) ..ask for input from your support staff.  Coach Gard was faced with a difficult decision on whether or not to keep his guard and senior captain on the bench with four fouls or put him back into the game.  Coach Gard solicited input from his coaching staff on what they thought.  My friend and mentor +Dwight Carter taught me that, as a leader, there are "Me" decisions, "You" decisions, and "We" decisions.  Ultimately, the decision for Coach Gard was a "me" decision.  However, that doesn't mean you go at it alone.  He gathered input from his coaching staff to make the best informed decision.

3)  ...celebrate the wins. Senior, Zak Showalter, was so excited after the game that he nearly passed out!  Have you ever been that happy!?  What, how, and when an organization celebrates will immensely impact it's culture.  As a leader, if you want to improve your organization's culture, look first at what, how, and when you celebrate. Recognize and honor the accomplishments of others before self.

Long Term Gains, Not Wins and Losses

If you were the coach of Clemson football and your team just won the National Championship, beating the defending champions, undefeated, and arguably one of the best college football teams of all time, what would you tell your team after the game?

Among the things Dabo Swinney told his players in the locker room after the game was:

"Take this with you....when you walk down the aisle - be committed to being the best you can be.  When you take that job - do the common things in an uncommon way.  Take this moment - take this journey that you've been on and go apply it to the rest of your life.  And you are going to dominate life."

What a powerful message and unique leadership stand.  It is clear that Coach Swinney is not just in it for the football, wins and losses, and even championships.  He is in it to build young men for their future.  How critical is it for true leaders to make connections to others that continue to build them for the future?

In your interactions with others today, make those connections.  Help others to see that their successes and failures now play a role in shaping their future.  Be in it for the long term gains, not short terms wins and losses.