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<h2 class="hd hd-2 unit-title">Measuring Progress & Adjusting</h2>
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<p>Justin discusses ways to measure the progress of a new initiative and introduces the <strong>Evaluation Scenarios</strong> activity. If you'd like, share your thoughts on the activity in the forums.</p>
<h3>Key takeaways:</h3>
<ul>
<li>Assessment is essential to improving and sustaining innovation</li>
<li>Assessment is more about disciplined common sense than technical expertise</li>
<li>Innovation is usually the result of iteration </li>
</ul>
<p><strong>If you'd like to bring the Evaluation Scenarios back to your school, we have created a <a href="/assets/courseware/v1/f55f22d30620640b8d05ee5e350d12ae/asset-v1:MITx+11.154x+3T2018+type@asset+block/Evaluation_Scenarios_Take-Out_Package.pdf" target="_blank">Take-Out package</a> for this activity.</strong></p>
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<h6><strong style="line-height: 1.6em; font-family: 'Open Sans', Verdana, Geneva, sans-serif, sans-serif; font-size: 1em;">Credits for Measuring Progress and Adjusting:</strong><br style="line-height: 1.4em; font-family: 'Open Sans', Verdana, Geneva, sans-serif, sans-serif; font-size: 12px; font-weight: 600;" /><span style="font-variant-numeric: inherit; font-weight: 600; font-stretch: inherit; font-size: 1em; line-height: 1.6em; font-family: 'Open Sans', Verdana, Geneva, sans-serif, sans-serif;">- Graphic of eurekaLab design process. </span>This image is excluded from our Creative Commons License. Used with permission. © The Meadowbrook School of Weston. </h6>
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<h2 class="hd hd-2 unit-title">Scenario 1: Supporting Parent Teacher Communication</h2>
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<p>The lower school at the American School of Brussels is working on increasing connections between home and school and having parents become more aware of, and involved in, their children’s classroom experiences. The principal is requiring all elementary teachers to create blogs (beginning in September) to help build these connections. These blogs will share specifics about lessons and also about how the class is doing as whole. <strong>How could you assess, short term and long term (first in October and later in May), whether this initiative is working? Write down at least 4 ideas.</strong></p>
<p><strong><img src="FieldNotebook.png" alt="" type="saveimage" target="[object Object]" preventdefault="function (){r.isDefaultPrevented=n}" stoppropagation="function (){r.isPropagationStopped=n}" stopimmediatepropagation="function (){r.isImmediatePropagationStopped=n}" isdefaultprevented="function t(){return!1}" ispropagationstopped="function t(){return!1}" isimmediatepropagationstopped="function t(){return!1}" /><img src="/assets/courseware/v1/62f418c29e1aeef9b327c7e984aafb36/asset-v1:MITx+11.154x+3T2018+type@asset+block/FieldNotebook.png" alt="Writing" type="saveimage" target="[object Object]" width="150" height="90" /><br /></strong></p>
<p>When you're ready, see Justin's thoughts below.</p>
<p></p>
<p> </p>
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<p><img src="/assets/courseware/v1/10dc9df84dd676bdf2be27e1da99673f/asset-v1:MITx+11.154x+3T2018+type@asset+block/justin_1.png" type="saveimage" target="[object Object]" width="70" height="106" style="float: left; margin-right: 15px; margin-left: 15px;" />So there are lots of great answers to this exercise. Lots of people will jump quickly to log data– are people looking at the blogs at all? Others will come up with ideas of surveying parents, and I think that’s a great idea too. Sometimes people overlook some pretty simple but powerful solutions.</p>
<p>One thing you can do to learn whether an initiative is working, is just talk to people. Ask your teachers whether or not they think it’s working. Ask parents whether or not they are feeling connected to school. Assessment doesn’t have to be about quantitative insights, people’s subjective experience can be really powerful as well. If you are disciplined about taking good notes right after you talk to folks, and thinking carefully about what they are saying, then that’s a powerful way to start assessing innovation as well.</p>
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<h2 class="hd hd-2 unit-title">Gathering Data About a New Initiative</h2>
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<p><iframe src="/assets/courseware/v1/09466fbe452c30bade19d51c8965e046/asset-v1:MITx+11.154x+3T2018+type@asset+block/5_Ways_to_Gather_Data.pdf" height="1150" width="100%"></iframe></p>
<p>A text version of this graphic can be found <a href="/assets/courseware/v1/3e9a4b86d1c5997f117b09c3d2bdc409/asset-v1:MITx+11.154x+3T2018+type@asset+block/5_Ways_of_Gathering_Data.pdf" target="_blank">here</a>.</p>
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<h2 class="hd hd-2 unit-title">Scenario 2: Classroom Blogging</h2>
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<p>The Smith School District has launched a district-wide effort to encourage and improve student writing through classroom blogging. They have a district-wide Wordpress installation that makes it easy for teachers and students to start blogging.</p>
<p>Teachers have been encouraged to adopt an approach to student blogging that emphasizes student autonomy, creativity, and attentiveness to a real audience.</p>
<p><b>The technology director in the school district, Bud Hunt, wants to write his Master's thesis about blogging in the district. How should he evaluate whether or not things are working for students? Write down some ideas.</b></p>
<p><img src="FieldNotebook.png" alt="" type="saveimage" target="[object Object]" preventdefault="function (){r.isDefaultPrevented=n}" stoppropagation="function (){r.isPropagationStopped=n}" stopimmediatepropagation="function (){r.isImmediatePropagationStopped=n}" isdefaultprevented="function t(){return!1}" ispropagationstopped="function t(){return!1}" isimmediatepropagationstopped="function t(){return!1}" /><img src="/assets/courseware/v1/62f418c29e1aeef9b327c7e984aafb36/asset-v1:MITx+11.154x+3T2018+type@asset+block/FieldNotebook.png" alt="Writing" type="saveimage" target="[object Object]" width="150" height="90" /></p>
<p>When you're ready, see Justin's thoughts below.</p>
<p></p>
<p> </p>
<p></p>
<hr />
<p><img src="/assets/courseware/v1/10dc9df84dd676bdf2be27e1da99673f/asset-v1:MITx+11.154x+3T2018+type@asset+block/justin_1.png" type="saveimage" target="[object Object]" width="70" height="106" style="float: left; margin-right: 15px; margin-left: 15px;" /><b>What did Bud Hunt, the technology director, do? He took a sample of all of his school’s blog posts, read and categorized them, and then drew conclusions about the kinds of learning taking place based on that analysis.</b></p>
<p>One of the great things about the Smith School District blogging initiative is that it has clear learning goals for students - to have students exercise autonomy, be creative, and be attentive to a real audience. So that gives us a great sense of what to look for in student work.</p>
<p>As it turns out, Bud Hunt did write his Master’s thesis on this very topic in a real school district, so we can look at his action research as a practicing educator. Bud’s thesis was a good amount of work, but it’s conceptually straightforward. He looked really closely at work generated from the blogging initiative. He took a sample of all of the posts created in his school blogging system.</p>
<p><b>Bud noticed that of the 233 blog posts that he sampled, only about 40% were written by students. Students outnumber staff and teachers by something like 10 -1 in Smith School District, so that suggests that the initiative may not be empowering students as much as one might hope.</b></p>
<p><b>Then Bud looked at the kinds of writing that was happening– lots of announcements, lots of assignment responses, lots of summaries, a little bit of reflection, but not much authentic student writing.</b></p>
<p>So by looking closely and systematically at student work, Bud was able to recognize that the goals of the initiative were not well aligned with the work by students. Now that might be some hard findings to have to report out, given all the work that goes into setting something like this up. But it’s also how things get better, we try something out, we try to examine in a disciplined way how it’s worked, and then we start imagining all the things we might do to make it better. <b>By looking closely at the student work here, Bud gave his district the best possible chance of making good on all their investment and effort. Again, what Bud did was disciplined and systematic, but not impossibly complicated.</b></p>
<p>If Bud was just starting a pilot blogging exercise with a few classes, it might not be worth doing all this work right away. <b>When things are new and still under development or in pilot, that’s a good time to collect people’s subjective impressions--- which are easy to get and can point you in the right direction. What’s great about this example is that Smith School District made a pretty big investment in this effort, so it was worth a very thorough, systematic assessment.</b></p>
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<h2 class="hd hd-2 unit-title">Quick Assessment or More?</h2>
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<p>Justin explores when it’s useful to perform quick, subjective assessments and when to use more systematic and detailed methods. </p>
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<h3 class="hd hd-2">Quick Assessment or More?</h3>
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<h2 class="hd hd-2 unit-title">Scenario 3: Supporting Teacher-to-Teacher Learning</h2>
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<p>Gail, an assistant principal, heard in a pre-conference workshop about a practice from another assistant principal: Any time one teacher wants to see another teacher’s classroom, the interested teacher can just bring a substitute lesson plan, and the principal covers his or her class so that observation in another classroom is possible. This is especially simple when students in the interested teacher's class are taking a test, doing independent project work, etc.</p>
<p><b>Gail decides to implement this practice in her school. What should her goals be? How can she know if it’s working? Write down some great ideas.</b></p>
<p><img src="FieldNotebook.png" alt="" type="saveimage" target="[object Object]" preventdefault="function (){r.isDefaultPrevented=n}" stoppropagation="function (){r.isPropagationStopped=n}" stopimmediatepropagation="function (){r.isImmediatePropagationStopped=n}" isdefaultprevented="function t(){return!1}" ispropagationstopped="function t(){return!1}" isimmediatepropagationstopped="function t(){return!1}" /><img src="/assets/courseware/v1/62f418c29e1aeef9b327c7e984aafb36/asset-v1:MITx+11.154x+3T2018+type@asset+block/FieldNotebook.png" alt="Writing" type="saveimage" target="[object Object]" width="150" height="90" /></p>
<p>When you're ready, see Justin's thoughts below.</p>
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<p> </p>
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<p><img src="/assets/courseware/v1/10dc9df84dd676bdf2be27e1da99673f/asset-v1:MITx+11.154x+3T2018+type@asset+block/justin_1.png" type="saveimage" target="[object Object]" width="70" height="106" style="float: left; margin-right: 15px; margin-left: 15px;" />I'm guessing you came up with some great goals. Some of them were concrete and near-term – that four teachers would take Gail up on her offer, or something like that. Others had a more long-term view of goals– that teachers would conduct more collaborative projects because of their time together in other classrooms. Both might be great goals, and it can be useful to clarify for yourself how you are thinking about the future.</p>
<p><b>In education, we almost always wrestle with the Someday/Monday dilemma.</b> Often we have a vision of ambitious changes in teaching and learning that we might be able to achieve someday with a lot of work. But, you’ve got to do something on Monday, and you can’t do everything. Separating Someday and Monday can be helpful here. <b> Where do you hope to get one distant day, and what can you get started right now?</b></p>
<p><b>One powerful tool in assessment work is prediction. What do you expect to happen?</b> Gail imagines more teacher observation, but what should it lead to? How will it ultimately improve student learning? What’s the someday here? Gail can think about exactly what she’s going to do to initiate this new practice. Will she send an email to the faculty? If she does, what does she think will happen? Will people read it? Will they take her seriously? Will they be too busy? Maybe Gail also personally talks to two close teacher colleagues and asks them to take her up on the offer. What will result from that effect?</p>
<p><b>Predictions and hypotheses can help remind you of your original vision for an initiative.</b> This can be obscured as you get started. So distinguishing Someday goals from Monday actions, and making predictions as well as planning action steps, can help in this assessment work.</p>
<p><img src="/assets/courseware/v1/ec54bc79cf4050b57b85b354dc24f876/asset-v1:MITx+11.154x+3T2018+type@asset+block/SomedayMonday.png" type="saveimage" target="[object Object]" width="350" height="251" /></p>
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<h2 class="hd hd-2 unit-title">Scenario 4: 1-to-1 Pilot</h2>
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<p><b>The Newmarket High School has just purchased 300 tablets to allow them to pilot a 1-to-1 program in the ninth grade</b>. The director of academic technology is supposed to run the program and then present an evaluation to school leadership at the end of the year. <b>What questions do you have? Write down at least 4 ideas.</b></p>
<p><strong><img src="FieldNotebook.png" alt="" type="saveimage" target="[object Object]" preventdefault="function (){r.isDefaultPrevented=n}" stoppropagation="function (){r.isPropagationStopped=n}" stopimmediatepropagation="function (){r.isImmediatePropagationStopped=n}" isdefaultprevented="function t(){return!1}" ispropagationstopped="function t(){return!1}" isimmediatepropagationstopped="function t(){return!1}" /><img src="/assets/courseware/v1/62f418c29e1aeef9b327c7e984aafb36/asset-v1:MITx+11.154x+3T2018+type@asset+block/FieldNotebook.png" alt="Writing" type="saveimage" target="[object Object]" width="150" height="90" /><br /></strong></p>
<p>When you're ready, see Justin's thoughts below.</p>
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<p><img src="/assets/courseware/v1/10dc9df84dd676bdf2be27e1da99673f/asset-v1:MITx+11.154x+3T2018+type@asset+block/justin_1.png" type="saveimage" target="[object Object]" width="70" height="106" style="float: left; margin-right: 15px; margin-left: 15px;" />There are lot possible questions, but the best one is: How do you hope student learning will improve because of this investment? How is technology, or any other innovation, in the service of learning?</p>
<p>Especially in education technology, it’s pretty common for innovation initiatives to get kind of lost. Innovation in schools is really about changing and improving learning experiences for students, but educational technology has so many logistics and details that tech initiatives can often become about power cords, wireless access, single sign-on, etc, and not about teaching and learning.</p>
<p>When projects head off track, a great way to try and get them back on track is with assessment. If you ask the question, "Is this working?" the next logical question is often “What are we trying to do?” Another way to ask that question is, "What does awesome look like?" If we were successful beyond our wildest dreams, what would we accomplish? How could we measure our progress towards awesome?</p>
<p><b>It’s never too late for assessment.</b> Often times, an effort at assessing innovation can help people refocus on the most important question, which is how will our investment in this innovation make a difference in the learning and in the lives of students.</p>
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