Running Head: REINVENTING THE SHAPE OF ASSESSMENTS 1

Reinventing the Shape of Assessments

Shannon Skelton

National University

TED 690
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Abstract

The following is a literature review on Grace Rubensteins article Whats Not on the

Test: How to Turn Assessment into Learning, published on Edutopia.org. In the article,

Rubenstein interviews Rob Riordan, an educator who holds the self-created title emperor of

rigor (Rubenstein, 2008) regarding project based assessments, particularly how they have been

implemented in San Diego High Tech High charter schools.

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Across High Tech High campuses, multiple choice tests are slim to none, and instead are

replaced with project based demonstrations of learning. Students are encouraged to express their

learning of a concept through a medium that agrees with both their personal interest and their

unique learning style. There is flexibility in the projects that are created and when the product is

complete it is not just turned in for the teacher to grade. Rather, Riordan introduced the idea of

presentations of learning (POL). The school has structured a POL where kids bring in artifacts

of their learning and talk about how the artifacts show that they have made progress in these

areas (Rubenstein, 2008). This very much reminds me of our professional portfolios which are

designed to showcase not just strengths in our teaching practices, but growth over time. Students

are empowered when they are given an opportunity to demonstrate their learning and a chance to

explain and elaborate, and therefore the school is working to structure the POL so it becomes

much more like a conversation than a simple presentation (Rubenstein, 2008). Communicating

ideas is key in our society, but it is not easy. Thus, High Tech High is prioritizing refining verbal

skills amongst their students to prepare them for success in college and the working world.

I recently had students film a short video in which they were to teach their students about

one of the types of intermolecular forces. While I provided brief guidelines on my expectations,

they were able to make the videos their own and showcase their skills, creativity and

personalities. I was incredibly pleased with the results of the project and felt first-hand what

Riordan preaches that engaging kids in work where they are pursuing their interests and

passions, working in a community of learners, and seeing what is possible is inspiring to them

(Rubenstein, 2008). I plan to incorporate more projects into my units, and even allow students to

choose the medium with which they wish to demonstrate their learning and teach their

classmates.
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Finally, Riordan and Rubenstein discussed the importance of checking in with your

students regularly and letting them express their level of learning rather than reacting to the

questions posed by the teacher. Riordan discusses that you know so much more about what

they're learning when they tell you what they're learning, what they think they're working on, and

what they still don't get. Part of my work is to encourage teachers to check in frequently with

their kids, even use exit cards at the end of every day, asking about one thing you learned today

or one question you still have (Rubenstein, 2008). I have been encouraged by my PPAP

consultant on a few occasions to get in the habit of using exit slips to check in with my students

on a regular basis. It doesnt have to be a quick assessment that I then grade, but rather it allows

me to gauge the effectiveness of the days lesson and if we are actually ready to move forward.

Despite the quick pace and high expectations within the quarter system at my school, I am doing

my students a huge disservice if I prioritize sticking to the unit plan rather than ensuring that they

are truly grasping the content and demonstrating their skills. Additionally, by allowing students

the opportunity to ask questions while assessing their own learning, an environment is created

where the students are empowered and the lessons are guided around what they want to know.

This article inspired me to think about assessments in a new light and give my students a

wider array of opportunities to interact with the content, utilize their talents and demonstrate

their learning to myself and their classmates. Assessments dont have to be dreaded by our

students, but rather an opportunity to inspire young minds.

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References

Rubenstein, G. (2008). Whats not on the test: How to turn assessment into Learning.
Edutopia.org. Retrieved from https://www.edutopia.org/high-tech-high-assessment.