High Stakes Testing

The emphasis on testing and high-stakes tests is a big and controversial issue that has been at the forefront of American education since the introduction of No Child Left behind in 2002. This act mandated that students were tested yearly from grade three onwards and linked incentives and funding to school test scores. In some accounts this created a culture in which teachers and schools were teaching to the test in order to prepare the students for their yearly test.

The NCLB act came out of a mindset that American students were falling behind internationally and sought to make schools accountable through the institution of testing. The act put an emphasis on boosting the achievement of students in ELL, minority, lower-socioeconomic, disabled, and special education groups by mandating that schools and states increase achievement. The schools that were unable to do so would risk losing Title I funding. (Klein)

However, the argument that yearly testing would bridge the achievement gap and create equity fails to take into account that outcomes are tied to  access and opportunity. (Kamenetz). Access and opportunity are also connected to a diverse group of factors such as home life, community, and economic status. 

The school that I currently work at is Advanced Learning School in Saudi Arabia. It is a full IB Work School and offers inquiry-based instruction across the grade levels. We use MAP testing as a diagnostic tool for student reading, writing, and math. The test are used by teachers to judge student levels and create differentiation. The tests are used for purely diagnostic and data gathering and the students are not taught by the teachers to prepare for the tests. They are simply used to measure student levels in order to focus teaching and learning. They are also used to help assess students for additional help in these subject.  

In the student's senior year, they have IB exams in their subjects. These are dependent upon the courses that the student has selected for the IB Diploma program. The tests are a kind of high-stake in that they reflect on the school in the IB World schools depending on the scores and the amount of students who pass. However, unlike high-stakes assessment in America, the tests are not connected to policy or funding.

Apart from that, the assessment at the school uses authentic assessment, portfolios, and performance-based assessment. The school uses an inquiry-based model that focuses on the fact that students will need to be able to think and adapt to real world problems in an increasingly unpredictable world. High-stakes testing may provide an objective assessment of student knowledge, there are things that cannot assessed by a test such as coupling project-based learning with service. When students go out into communities with real need and use their skills to solve real world problems whether it be helping to design a community garden or teaching an art class at an orphanage, the real life application of knowledge is infinitely more valuable, yet much less easy to quantifiably measure.

The lack of high-stakes testing in the school is positive in that we are free to focus more on teaching and learning rather than on satisfying a requirement.

If I were to consider a similar-sized school in the US, but with an emphasis on annual tests to satisfy federal mandates, it seems that something considerable would be lost.

Works Cited:

 Klein, A. (2015, April 10). No Child Left Behind: An Overview. Retrieved January 27, 2017, from http://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html

Kamenetz, A. (2017, January 22). The Past, Present And Future Of High-Stakes Testing. Retrieved January 27, 2017, from http://www.npr.org/sections/ed/2015/01/22/377438689/the-past-present-and-future-of-high-stakes-testing

Fast Facts. (n.d.). Retrieved January 27, 2017, from https://nces.ed.gov/fastfacts/display.asp?id=1

Planning Assessments

The objective for which you are writing assessments

A description of at least three types of formative assessments that will help you know that students are meeting the objective 

A rationale for selecting each assessment.

The Objective

The Objective I chose for this follows grade 9 Visual Arts Unit on Sequential Art. The standard is:

Criteria B - Developing Skills

ii demonstrate the application of skills and techniques to create, perform and/or present art. 

The students will use the techniques of sequential art portraying movement, change and transformation in a series of ordered sequential images.

Formative and Rationale

Written Reflection-

The students will write a reflection on the art form, the skills, and techniques. They will identify the skills and how they are used in the artwork by McCloud. They will then outline possible ways of applying them in a unique artwork.

Rationale: This reflection will identify whether the students understand the background, concepts, and context of the skills and techniques used. It will also show whether the students are ready to apply the skills/techniques by assessing their ability to plan and outline an artistic intention. 

Annotated Artist Study and Visual Plan-

The students will select an artist of their choice and research one skill and technique each. They will annotate the source material showing how the artist uses the technique/skill in the work. The students will then create a Visual Plan (sketch) showing how they would implement the techniques studied in their own work.

Rationale: This assessment shows the student as a researcher and an inquirer. They must be able to visually identify the skills in the artwork studied and incorporate them into a drawn Visual Plan. This involves both conceptual learning and practical application of skills.

One Page Abstract Comic -

The students will create a one page abstract comic with an emphasis on applying the skills learned from their first two summatives. The students identify the skills and apply them to their one page comic.
Rationale: This assessment scaffolds the skills learned in the first two assessments and gives the student the opportunity to apply the information to their work.

Reflection on Teaching Standards

Introduction

Through the process of working with some of the MYP Arts Standards in this unit I felt a certain sense of familiarity with the work and the subject as these are alright parts of my teaching practice. In my current school I work with the standards to design assessments both formative (learning engagements) and summative. I also use backwards planning to design the course in order to get the students at the necessary skill level by the end of the year. However, I did have some new clarity with understanding the standards that I already work with through these assignments.

Unpacking Standards

Through the analysis of the language in these standards I was able to clarify more fully the nature of the standards I've been working with in school. By looking at the verbs used I was able to create clearer expectations and write my assessments towards those actions.

Backwards Planning

Backwards planning is something that I already do in my current position and with my department. However, I liked having to think about it from the context of the standard. I usually think about first the course objectives, global contexts, and lines of inquiry when doing backwards planning.

Writing Objectives

Using the smart acronym was a helpful way to break down the objectives into something less conceptual and more practical. This way of expressing the standards gives a clear idea about the following tasks that will achieve the objectives.

Standards and Backwards Mapping

Introduction--Subject, Grade Level, Explanation

• The subject for the class is visual arts. The grade level is Grade 8 (MYP Year 5).
• The standards that I'm working with are International Baccalaureate Middle Years Art standards or the IB-MYP Arts Standards.
• I am going to look at is:
  Criteria B: Developing skills
  Year (5)
  i. demonstrate the acquisition and development of the skills and techniques of the art form studied       ii. demonstrate the application of skills and techniques to create, perform and/or present art.
• I chose this standard because my students tend to be weak in the development of skills area and I want to plan better lessons to help them and to help myself better meet the criteria.

Four Proficiencies

At the end of this unit students will be able to:

• demonstrate the acquisition of the skills of the art form studied
• demonstrate the acquisition of the techniques of the art form studied
• demonstrate the application of skills and techniques to create, perform and/or present art

Three Assessments

Assessment 1

Demonstrate the Acquisition of Skills 

The students use their class sketchbook to research a set of skills and techniques from an art form and develop these over time. The students will present a final portfolio of process pages showing their development with written annotations explaining how they acquired the skills.

Assessment 2
Demonstrate the Acquisition of Techniques

The students would select a technique from the art form studied and demonstrate it on a drawing or painting rubric with steps, spaces for annotation and written explanation. The final assessment would show the steps of the technique with written explanation clarifying using appropriate language and art terminology.


Assessment 3

Demonstrate the Application of Skills and Techniques
In a final summative artwork the students would apply the skills and techniques that they acquired into a summative artwork. The artwork would include a written annotation detailing the skills and techniques used and the process for applying them to their artwork using appropriate language and art terminology.

Three Learning Engagements

Demonstrating Skills

The students would look at the artwork for the unit and break down the skills that the artist uses in a class discussion and written exercise. They would then observe a practical demonstration of the art skill by the teacher. The students would then participate in individual practice exercises utilizing the skill.

Demonstrating Techniques

The students would watch a video demonstration of an art technique and take notes on the process. The students would then work in groups with teacher feedback to recreate the technique. After the group work and feedback, the students would then recreate the technique individually.

Applying Skills and Techniques

The students would create a small scale artwork using the skills and techniques developed and apply them to their overall work. The teacher would provide a finished sample with steps on how to use and apply the skills and techniques into the final artwork. The students would follow the steps and develop and artwork with the skills and techniques from the artwork studied.

 

  

              

Applying Classroom Rules and Procedures

Recognizing Positive Behavior

When students are following the classroom procedures properly, adhering to the rules and abiding by the expecations, there are certain strategies a teacher can use to positively reinforce their behavior.

Initially for adhering to rules a teacher may use verbal or non-verbal acknowledgement such as commenting on a job well done or giving the student a smile, thumbs up, or pat on the back for working well. Both of these options allow the teacher to comment on the students work, reinforce good behavior, and acknowledge following routines.

The teacher may also use tangible recognition in which a student receives points for modeling good behavior. The teacher can use apps such as Classroom Dojo to manage points for behavior and plan for rewards. There are many ways of organizing the point system and linking it to student behavior. This can be used something for both positive and negative behaviors. Positive behaviors earn and maintain points, while negative subject from the total. The point system has draw backs in that students can begin working for the points rather than for the thing itself.

The teacher can also involve the home in recognition of positive behavior. The teacher can call, email or send notes and certificates home to discuss and recognize positive developments in student behavior. This shows that the teachers values the home-school connection and wants to acknowledge to the students family the positive behavior in class.

Strategies for lack of adherence to rules and procedures

The number one strategy for dealing with classroom problems is "with-it-ness." The teacher uses a general alertness, being proactive, and using the whole space to solve and deal with problems as they emerge. Being "with it" is essential being present and actively working to manage the classroom behavior.

Creating High Performance Learning Environments

Third Grade Chinese Math

Academic expectations

Do you think the teacher holds high performance expectations for students in each of these scenarios? Why or why not?

In this video, students can be seen studying math in the traditional Chinese way. They are chanting rhymes in unison, working in unison as a group and following set procedures with precision and attention. This short clip shows a well-engaged, disciplined and organized classroom.  However, apart from observing student behavior, it is difficult to assess the content as all of the instruction is in Chinese and there are no subtitles. Based solely on student behavior and engagement, one can see the students are very engaged in the process.("3rd grade Chinese--math class.avi", 2011).

According to Kan Wei, the Chinese system of math education is based on repetition and routine practice. The system implements a series of rhymes, chants, and practices. The students study math usually about 15 hours a week including homework. The Chinese system also utilizes differentiation in the form of different levels of difficulty for problems. The students work to solve the problems in front of the class using previous mathematical concepts (Wei, 2014). The emphasis of a considerable amount of math hours per week and the social learning environment in which all of the students must be performing to high standard of both understanding and action, shows that the teacher sets very high performance expectations. The group rhymes and problem solving requires that the students be paying attention and working in tandem with one another.

If this class is indicative of mainstream Chinese culture and approach to math education where students are regularly expected to do homework until 10:30 at night ("Inside of Chinese High Schools - An Exclusive Interview (Uncut)", 2012). This combination of high standards, rigorous classroom work, and regular extra work communicates that there are very high standards.


Behavior expectations

Do you think behavior expectations are high for students in each scenario? Why or why not?

In this video of the third grade Chinese math, in order for it to function, behavior has to be impeccable. The students are all participating. There is no disrupting. No talking out of turn. Everyone in the class is performing their role and doing so with precision and attention to the task. The students seem excited and energized by the process. While it's not apparent in the video, it is clear that the teacher has spent a considerable amount of time establishing the proper behavior and classroom expectations. However, one can see certain behavioral expectations. During the video before the teacher asks questions the students must place their hands behind their backs and then raise their hands to answer. There is a clear set of standards between the chanting and the individual answering. The students must work in unison in the form and follow a set of behavioral procedures in the latter.

Norms and Procedures 

What are the norms and procedures in these scenarios that support high student performance?

The norms seem to follow a set procedure. First chanting Chinese math rhymes to work on rote learning and memorization. The group chant uses language, social learning, and good behavior to drill the mathematical concepts and figures into the students heads. After this the students transition into solving problems. The teacher use transitional chants and rhymes to end a chant, has the students clasp their hands behind their backs, and raise their hands to volunteer. Then the students work to solve the problems on the board with the teacher. This combination of group drilling, individual questions, and group answers keeps the class engaged and moving through the information. The expectations seem to be very clear.

Roller Coaster Physics

Academic expectations

Do you think the teacher holds high performance expectations for students in each of these scenarios? Why or why not?

During this project the fifth grade students use physics to create a roller coaster. The students are challenged to create a roller coaster that is both fun and safe. The teacher incorporates Newton's Laws, Kinetic and Potential Energy into the project. The project incorporates group work, individual work and student/teacher critiques. The students test their projects for safety making sure that the marble stays on track at all times. The students also are challenged to create the longest ride. The teacher also incorporates reflections and group planning. The various tasks, assessment tools, and learning engagements creates a learning environment in which the students are problem solvers. The de-centralization of knowledge in this classroom and the emphasis of student led learning, shifts the responsibility of problem solving from the teacher onto the students. This is an invaluable skill allowing them to collaborate, offer feedback and solver problems collectively. The learning uses multiple learning styles (interpersonal, kinesthetic, oral linguistic) making the classroom more engaging for all kinds of learners.

Behavior expectations

Do you think behavior expectations are high for students in each scenario? Why or why not?

The behavior expectations are very high in that students must be the directors of their own learning. If they are off task, disrupting, the students will not be able to function in this kind of environment. Also the variety of tasks and the student-led learning contributes to making an environment in which the students are engaged and not off-topic.

Norms and Procedures 

What are the norms and procedures in these scenarios that support high student performance?

The class uses small tasks such as group sketches of designs, building tracks, group reflections, and discussions. The teacher facilitates the timing of these learning engagements by giving instructions and time periods to complete them in. The students after testing their designs use written reflections to analyze how their track worked. These norms and procedures keep the students engaged in the processes and tasks. The individual groups also have individual roles such as the organizer, recorder, and accountant.  A recorder records ideas and modifications to the track as they progress. The students use their learning styles. Whereas the accountant tracks the budget that they must work with(Migdol).

Whole Brain Teachers

Academic expectations

Do you think the teacher holds high performance expectations for students in each of these scenarios? Why or why not?

The Whole Brain Teaching in this classroom has a similar approach as the Chinese math teacher. Chants and hand gestures are used to transition the class, focus behavior, and reiterate rules and expectations. Like the students in the Chinese math class, the students seem to be enjoying the chants in unison the work using hand gestures in tandem with talking. However, the education model is still textbook based, top down instruction, but with chanting and hand gestures added on top. The technique as a whole claims to activate different parts of the brain and create an environment of active classroom learning. However, the learning engagements visible in this video do not show a classroom that is producing learning engagements that are at all remarkable. Rather it seems to be a complex behavioral management system without the phenomenal pedagogy.

Behavior expectations

Do you think behavior expectations are high for students in each scenario? Why or why not?

The behavior in this is excellent. The students are all working in tandem, following rules (that they know by heart), and consistently on task. The use of prescribed rituals and a high energy classroom keeps the students engaged.  

Norms and Procedures 

What are the norms and procedures in these scenarios that support high student performance?

The teacher uses attention getters, call and response, reciting rules and student rituals for certain actions such as calling out the page they are meant to turn to turn in unison as they open their books. The use of hand-gestures, attention getters, and student rituals cements the procedures in an active and energetic set of norms.

Summary

• Compare how you would create learning environments for your students that are similar or in contrast to the three teaching situations illustrated in the above videos. 
• Provide a brief context for your summary in terms of grade level and background of your students.

In terms of the learning engagements that I found most compelling in this group, I would have to say the Roller Coaster Physics project appealed to me the most. The Chinese method I found two teacher centered, and the procedures of the whole brain learning class I found to be unnatural, too regimented, and stifling. As an art teacher, my hope is to have a classroom that is creative, fun, and engaging. In order for that to happen it needs to engage the students using multiple learning styles, a variety of group roles and activities. My art classes are already project-based, but I want to adapt the use of reflections integrated into the weekly schedule as well as group roles and responsibilities. My students are from 4th grade up to 12th grade. In upper primary, fourth and fifth, the students have transitioned from a smaller gender integrated campus in third grade to a larger boys only campus in 4-12th. The students are all Muslims, Arabs, and mostly Saudis. For the upper primary, I would organize them into groups like this with responsibility for supplies, materials, and reflections. The whole brain classroom and the Chinese math have interesting models for behavior and routine, but the one that fits my situation the most is the project based learning.

Works Cited:

T. (2011, June 13). 3rd grade Chinese--math class.avi. Retrieved November 11, 2016, from http://www.youtube.com/watch?v=h7LseF6Db5g

Wei, K. (2014, March 25). Explainer: What makes Chinese maths lessons so good? Retrieved November 11, 2016, from http://theconversation.com/explainer-what-makes-chinese-maths-lessons-so-good-24380

Inside of Chinese High Schools - An Exclusive Interview (Uncut). (2012, May 25). Retrieved November 11, 2016, from https://www.youtube.com/watch?v=PdcJeshbB-4&feature=youtu.be

Migdol, D. (n.d.). Roller Coaster Physics: STEM in Action. Retrieved November 11, 2016, from https://www.teachingchannel.org/videos/teaching-stem-strategies

Shayne, R. (2011, May 31). Whole Brain Teaching Richwood High - The Basics. Retrieved November 11, 2016, from https://www.youtube.com/watch?v=8iXTtR7lfWU&feature=youtu.be

The Caring and Concerned Classroom

Fostering a classroom environment that is caring and concerned for the well-being of the students is very important. A classroom that fosters mutual respect between the students and the teacher minimizes bad behavior and positively effects academic performance. By being concerned for the well-being of all students and creating a culture in which bullying is treated as a community problem to be solved by all involved, the students behavior and academic performance with improve.

Beginning with the issue of bullying. Teachers now are more aware of the gravity of bullying and cyberbullying. In order to combat bullying, teasing, or harassment without using authority and punitive measures, schools rely on a variety of techniques. One such technique that I thought was very effective from the reading was to monitor at risk students with daily check-ins from a staff member. This creates a connection of trust and relationship between the teacher and the student. Other strategies include taking immediate action, teach the students to be allies against bullying, and integrated anti-bullying learning activities into the curriculum. By creating steps to combat bullying, the teacher will ensure a more cohesive classroom community in which the emotional well-being of all the students will be protected and safe-guarded.

Teaching in an environment where I am the minority in all ways has given me a sense of the real need for understanding and empathy inside of the classroom. My students are all native Arabic speakers, Arabs (95% Saudi), Muslims, and part of the same extended family and tribal groups. They have a very different cultural, linguistic, and religious background from me. To them, Religion permeates and dominates their lives. The very society that they come from has only recently curtailed the power of the religious police and still mandates the closing of all businesses for prayer. My students believe differently in all manner of issues and behaviors from me, yet together we have been able to find common ground through mutual respect and empathy.

One way that I've shown the students that their concerns and priorities are important to me is by learning about their religion. I am at best an agnostic with atheistic tendencies and I've never been religious. Teaching boys whose whole identity, nationality,  culture, and language is predicated upon the tenets of Islam made me decide to learn more about the religion itself. I reasoned, that if I knew more about their religion I would be able to understand their priorities and values better. Through discussing religion and asking informed questions, I've shown the students that I take their priorities and faith seriously and respectfully.

Another step I've taken is familiarizing myself with the families, parents, cousins, and uncles of the students. By knowing their families I am able to show the students that they are not simple some nearly anonymous figure in my class. Rather, I am taking the time to learn about them and their families while simultaneously strengthening the home school connection.





Sources:
References:
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Schibsted, E. (2009, May 13). Bookmark How to Develop Positive Classroom Management Evantheia Schibsted. Retrieved October 27, 2016, from https://www.edutopia.org/classroom-management-relationships-strategies-tips

Building Relationships: Share Passion with Students. (n.d.). Retrieved October 27, 2016, from https://www.teachingchannel.org/videos/teacher-student-relationship

McClure, L. (2016, October 10). Bringing Restorative Practices to Your School. Retrieved October 27, 2016, from https://www.edutopia.org/article/bringing-restorative-practices-to-your-school-laura-mcclure

Stansberry Brusnahan, L., & Neilsen Gatti, S. (n.d.). Impact Newsletter: Where Does Social-Emotional Well-Being Fit into the School Curriculum? Retrieved October 28, 2016, from https://ici.umn.edu/products/impact/241/5.html 

Change Attitudes Toward Bullying: Be An Ally. (n.d.). Retrieved October 27, 2016,

from https://www.teachingchannel.org/videos/be-an-ally

Manna, R. (n.d.). What Can I Do About Bullies? | Scholastic.com. Retrieved October 27, 2016,

from http://www.scholastic.com/teachers/article/what-can-i-do-about-bullies