Why We Stopped Giving Reading Quizzes

Are We Assessing Learning or Compliance?

During a novel study, we began each class with a short 2 or 3 question reading quiz.  This would tell us who had done their reading and who had not. Or did it?   Every teacher has felt the frustration and annoyance of learners failing quizzes because they have not done their homework.  It is hard not to take it personally when a learner did not complete what was assigned. 


What could possibly be more important than their reading homework, right!? We gave them quizzes to motivate learners to complete their reading and be prepared for class. But a pattern emerged; the same learners failed and the same learners did well quiz after quiz. The quizzes were not serving any purpose other than to give out points.  And did these “points” really offer a true reflection of where a learner was at and what they knew? 

It would be different if we used the quizzes as a way to assess which learners were comprehending the reading and implementing strategies; or if we used them to create interventions or changes for those who were struggling.  But back when we taught in a more traditional format, there was not time for this, we kept everyone marching along at the same pace whether they were getting it or not.  Reading quizzes are about compliance, not about learning.

As we started to personalize our instruction we got rid of reading quizzes. First of all, creating quizzes that accurately assess a learner's reading comprehension can be difficult.  Many students could simply read Spark Notes and do well on the quizzes. Other learners, who had actually read the assignment, were unable to recall the details we chose to quiz them on because they had paid attention to other aspects of the story. 

We have since found a much better way to spend that first ten minutes of the class.  We actually let the students have the time to READ their books. Each day we mark or copy off a passage for learners to read during that first ten minutes of class.  This reading gives them the information needed to access the formative work for the day.  It can serve as a review for a learner who struggles to remember what they read the night before, a second close read for someone who is reading ahead, or a first read for a learner who was not able to complete the reading.  This practice has increased engagement, leaves no learner behind, and helps assure that for the 90 or 60 minutes we have them in our class they are going to be learning something.    

Learners have expressed that they find reading this way far more enjoyable.  The anxiety around trying to figure out what will be on the quiz and guessing what the teacher will think is important, vs being able to choose their own focus and pay attention to what strikes them feels more approachable to most learners.  This does not mean all required reading is done in class, learners are still assigned to read outside of class.  Nor does it mean that we don’t provide insight or direct instruction on the reading.

This brings us to the bigger issue that every teacher must ask themselves; what are we really assessing and why are we assessing it?  

We would much rather spend our time documenting a learner's ability to comprehend the novel and use reading strategies as evidence of their progress vs a reading quiz.  For each reading section we ask learners to think about and model a different strategy so they can not only practice, but also discover which strategies work best for them.  We use bookmarks for this process and instruct and model different ways to comprehend, connect, visualize, make inferences, and ask questions while reading. Monitoring the learner's bookmarks allows us to see who is reading, comprehending and executing reading strategies.  See below for some of the strategies we use with the reading bookmarks. 

Because our pacing map is a guide and not a mandate, there is also time to allow for interventions for learners who are struggling, and offer challenges for those learners moving at a faster pace. 

Once again we take this same thought process with all of our assessments.  What LEARNING are we assessing?  What are the different ways we can assess learning?  For every unit of study the learners complete formative work (daily work) that prepares them for summative work (final test, project, paper, presentation, etc).  All of the formative work is directly related to the summative, which can be linked back to standards.  Most formatives can be applied to different content as they are about skills and acquiring information vs completion or “doing”.  When it is not just about the content, personalized learning (self paced, related to passions/areas of interest, voice and choice, etc) is possible. 

Our English class learners can be at different places in the novel, but still complete the same formative work.  As teachers we give them ample feedback on their formative work so they learn from mistakes, vs all the feedback coming after the final test or paper when the learner cannot apply what they learn.  This allows for more than one opportunity to learn the skills or information so they can demonstrate their understanding on the summative.

 

All formative work is connected to standards

Essential Question Board

sample bookmark that is folded into 3 parts

a learner's sample bookmark

Bookmark Ideas:  We print off an image of the setting, learners fold in 3 folds,  and on the backside address one of the following ideas per section of reading.  

-print off an image of the setting:  examples; To Kill a Mockingbird we use this map: Maycomb

Lord of the Flies this map: Island

-For each chapter we ask them to make note of the focus for the next day, usually relating back to themes, example of courage, innocence, racism…

-Write down different connections, text to the world,text to  text, and text to self

-Make a prediction, look for examples of foreshadowing

-Look at last lines of the paragraphs and chapters, and analyze them

-Look for something that is repeated, a lesson learned by a character or a contradiction

-Find evidence of the character development: actions, inner thought and feelings, appearance, speech and what other’s say.

-Write three questions after each chapter

-Draw an image or story board after each section.

-Write down main idea and supporting details (nonfiction reading)

-Note types of conflict: person vs person, person vs self, person vs society

3 Pillars of Personalized Learning

Exciting times continue as we spread the love of Personalized Learning!  When recently sharing our work with a group of leaders in education, we were asked the following thought provoking question, “How did you get to your current mindset around Personalized Learning?”  What a great question to ask when considering how to get other educators to change their practices.  So, great in fact we decided to dedicate a post to it.

In thinking back to early conversations in our district around formative (daily work) and summative (“final”) assessments, and debating whether or not learners should be able to reassess (take tests/quizzes again and revise papers), we remember having hesitations.  Our concerns came from considering reassessments through a more “traditional lens” in education where the system was designed around compliance.  We considered whether allowing learners to retest would negatively impact individual responsibility. In seeking an answer to this question we began to shift our thinking.  As we gathered insight one thing came up repeatedly.  Trying to fit all students into a “one size fits all” approach is ineffective and unjustified.

Consider this analogy, offered by James Rickabaugh.  “If one is building a house and the builder is a week behind or the builder needs to tear down the framework in order to make the new house solid and well built, would you say that’s unacceptable?”  The answer, no.  We would want the builder to ensure his or her best work and that might mean extending a promise date or redoing an element in the plans.  The same goes for the learners in our classrooms.  To us it became a “no brainer” that we wanted to help our learners portray their best work.  In turn it was clear that would allow us to accurately report a learner’s true competency around a skill.   After all, the point is to learn and acquire skills (competencies).  It isn’t a race to see who grasps the concepts fastest.  Grades needn’t be based on when one is able to acquire the competency but IF one acquires them.

At the same time, our district eliminated leveled English courses at the 9th and 10th grades (grouping students by like abilities).  Knowing learners with a wide range of skills would all be in one class, we had to move away from a “traditional” one way fits all philosophy.  Our mindset shifted from being married to the content to being focused on the skill behind the standard/competency.  When the content becomes a vehicle to achieve learning vs teaching to the content, the options for personalized learning begin to grow. Individuals learn to learn and can apply their newfound skills to future content areas.  We don’t suggest that learning the content isn’t important.  But the point isn’t to recall, to our dying day, each detail of a book we’ve read.  It’s to apply the skills we learn to everything we read, in English class, in other classes, in life.  The foundation of our mindset shift around how we construct learning experiences revolves around three pillars of personalized learning: voice and choice/multiple pathways, standards/competencies, and learning profile/learner reflection.

Pillars/Instruction on Demand

There are elements from each of these pillars in all our units of study and they help guide our planning.  When designing and planning for a new unit we begin with the standard(s) that will be addressed.  Next we outline which assessments will be used to measure learner’s ability to meet the standard(s).  When it comes to assessments, we have a balance of  “required” assessments that all learners will complete, paired with learner choice assessments.  

Next, we design a pacing map that includes all the formative (daily work) work that will prepare learners for summative (“final”) assessments.  This organization allows for learners to follow their own pace, create multiple pathways, and have voice and choice in how they want to access, engage, and express the information they are learning.  Classes always start and end together, and we still include direct instruction, but during the formative work time learners choose to participate in a teacher seminar, work independently or collaborate with others.  Their choices can change from day to day.

Finally, we plan for and allow learner reflection both at the beginning and end of every unit.  At the start, after discussing the “why” behind the unit and the standards to meet, learners write personal learning goals.  At the close of the unit, we meet and discuss with each individual learner.  The meetings address how an individual sees growth in specific skills, such as reading and writing.  We also discuss how each person feels they learn best.

         We have heard the criticism (concern) voiced that personalized learning removes responsibility and accountability.  These are also skills students must learn and practice as they advance through school so that they can demonstrate them in life.  Contrary to reducing the expectation that students meet these criteria, we find students are even more responsible and accountable with this system.

With this system they are choosing how they might best learn.  They become accountable not just to the teacher but to themselves.  They don’t opt out using the excuse that one size fits all learning doesn’t help or engage them.  They begin to focus on the answer to the age old question students ask “what good will this do me?”  Learners realize what they stand to gain by mastering the standards and how they will be able to use those skills to better their lives in future.

    We find this dynamic creates highly engaged students.  And students are still learning to complete their work and their projects on time using parameters that are well established and understood.  Students gain a sense of control over their learning and demonstrate a high level of pride in their accomplishments. Students who formerly drifted through class, or were disruptive, become engaged and excited about learning.

As we dig deeper into Personalized Learning, the learning opportunities change and evolve organically as we take on new standards.  By offering “instruction on demand” the learning in the classroom becomes much more meaningful, relevant and enjoyable for all.

**Here is the actual document that the screen shots are taken from: https://docs.google.com/document/d/1QRuMbmgBBjoVmNuWAcHwFWjr45fVkBusGY5KwOJIC7g/edit