My reports are completed. One hundred and ninety (190+/-) days of teaching, tasking, note taking, tracking, and now OSR filing are completed. If you are like me, then this time of year seems bittersweet.
Bitter because the act of writing report cards can be onerous. I am the first to admit that I love teaching, but hate putting a mark on things. To me, each time that happens creates a rift in the educational continuum. Regardless of rubrics, success criteria, and descriptive feedback, like on my most recent set of reports, the eyes of the reader will only be trained to the letter or percentage grade earned.
The time accumulating data, sorting through work, providing feedback is such a big part of our jobs. Yet, all this work, collaboration
and relationship building with students is distilled to a single letter or percentage grade.
When it came to the hybrid and emergency online learning many students struggled to complete work efficiently and effectively which would have been completed otherwise without issue in the classroom. Funny how computer tabs giveth and taketh away from one’s attention and abilities to learn as well as in person. In many ways, the past 2 and half years have shown us the value of being in our classrooms regardless of what consultants might have sold the powers that be in the current government.
Students received copious amounts of formative feedback that the summative result was an earned and culmination of their hard work and growth. Imagine if we could do that at every grade level. Perhaps that is the luxury I have had as a grade 4/5 teacher these past two years. Since there are no provincial assessments to ruin students lives in these years, they can really focus on the sheer joy of learning, making mistakes, unlearning, and trying again. I know this year has been a year of confidence building as much as it has been curriculum delivery, but it is important that our assessments match our students needs as their purpose is to improve student learning.
I am afraid we are still being forcibly blinded by a system incapable of seeing the brilliance of its youth each and every time we file another set of report cards. “We’ve always done it this way.” cannot be the next cliché in any of our minds if we truly want to support our students.
Reflecting on assessment at this time of year needs to be the call to action for each of us for this coming September. How can you create a space to track and file the learning that occurs in your classroom? What will be the first thing you change? How will you create the safe place for a do over or a retest or a late submission? How will you assess the strengths of your students’ abilities and needs?