Education Week - May 24, 2017 - 9

demonstrates learning or growth. The student assesses
his or her work. And, above all, students should be active participants in the assessment process.
One of the biggest challenges of this work is
changing people's mindsets, said Shannon King, the
manager of the Best Practices for Teaching & Learning program at the Fairfax County school system,
which oversees the 11-district community.
"Teachers have to be willing to give up control and
trust that students are going to do amazing things,"
she said.
To get there, most districts in the network have
found that teachers need professional development,
although a consensus hasn't emerged on what that
should look like.
In the nearly 14,000-student Roanoke County district, for example, the professional development has
been job-embedded.
While student-led assessment is not mandatory for
teachers, they are encouraged to visit the classes where
it is happening, said Rhonda Stegall, the director of secondary instruction for the Roanoke County district.
Hidden Valley High's work in the student-led assessment area is the most advanced in the district.
Hidden Valley Middle School had its first exhibition of
student-driven projects this year, and other schools in
the district are interested in participating in the future.
Consultants have also worked with interested teachers to guide them through the process of letting students
take more control of their learning, Stegall said. At Hidden Valley High, the transition has been slow but steady.
Four years ago, only eight teachers were interested
in trying student-led assessments. Now, three-quarters of the 70 teachers in the school, from all subject
areas, take part, said Stegall, who had previously been
the principal of Hidden Valley High when they started
the program.
"[Teachers have] spent the last 10 or 12 years
learning how to teach to the test, so it's hard to break
away from that mindset," she said. "Ultimately, this
is really good instruction, and they see that this taps
into students' enthusiasm and engagement."
Research shows that when students have a greater
sense of agency, they perform better, said Eric Toshalis, the research director of Jobs for the Future, a
nonprofit that runs the Student-Centered Learning
Research Collaborative, an effort aimed at investigating and sharing knowledge about student-centered
learning approaches.
"Learners' attention and engagement tends to be
optimized whenever they are put in a position to own
the information, to be driving the questions that are
asked, and to have a role in deciding how they'll be
assessed," he said.
"The locus of control in that particular learning
activity moves from the instructor to the student. Like
all of us, [when] the student has the experience of
feeling like they are in control of ... and proficient at
something; they understand in greater depth."

At Hidden Valley High, state test scores stayed the
same after the school began implementing studentled assessments-they didn't increase, but they also
didn't drop. Teachers had been concerned about the
scores dropping, Stegall said, but once they saw the
results and realized students were excited about
learning, they were sold.
"The morale was really low when we were focusing on the test and the disaggregation of data-that's
the only thing we were talking about," Stegall said.
"Before, the [tests] had control over [their profession]. Now, they're starting to take back some of that
control. The morale has gone up; the enthusiasm, the
passion for teaching is back."

"TEACHERS HAVE TO BE WILLING
TO GIVE UP CONTROL AND TRUST
THAT STUDENTS ARE GOING
TO DO AMAZING THINGS."
Shannon King

Manager, Best Practices for Teaching & Learning Program
Fairfax County, Va., Public Schools

During the exhibition night, teachers in Roanoke
remarked on how much more engaged students were
with these projects, which made their job more fun,
they said.
"I love the inquiry-based and project-based learning," said Beverly Newbern, a history and psychology
teacher at Hidden Valley High. "You never see them
light up otherwise. They're out of their chairs-the
same chairs your great-great-grandparents have
been sitting in since 1901."

'Assessment Is a Process'
Another challenge has been to differentiate student-led assessment from a science-fair-type project, Stegall said. Initially, she said, a lot of the projects
were "fluff," while teachers learned how to incorporate meaty content and the state standards into students' projects.
Now, checks of understanding are built into the
process, along with quizzes, tests, or written components. At Hidden Valley High, students often go
through protocols, where teachers and fellow students ask probing questions and discuss concerns
about the project to make sure it is academically
rigorous. And at the end, students have to evaluate
their own work. The teacher determines the final
grade, based on student self-assessment, peer assessment, and other benchmarks. Stegall said some
teachers ask their students to explain the grade they
deserve and why, providing information to back up

Student Testing: What's Next / www.edweek.org/go/assessment

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9


http://www.edweek.org/go/assessment

Table of Contents for the Digital Edition of Education Week - May 24, 2017

Education Week - May 24, 2017
Contents
Getting a Read on Student Assessment
Assessment: A Snapshot of a Field In Motion
What Happens When Students Are The Test Designers?
Teaching Students To De-Stress Over Tests
In Science, Next-Wave Tests Slowly Take Shape
Testing the ‘Career’ Half Of ‘College and Career’
Hey, Sailor, What Career Matches Your Interests?
In the College-Testing Game, ACT Outscores SAT-for Now
More Testing on the Horizon for Nation´s ELL Students
Formative Assessments Go Digital
Education Week - May 24, 2017 - Education Week - May 24, 2017
Education Week - May 24, 2017 - C2
Education Week - May 24, 2017 - Contents
Education Week - May 24, 2017 - 2
Education Week - May 24, 2017 - Getting a Read on Student Assessment
Education Week - May 24, 2017 - 4
Education Week - May 24, 2017 - Assessment: A Snapshot of a Field In Motion
Education Week - May 24, 2017 - 6
Education Week - May 24, 2017 - What Happens When Students Are The Test Designers?
Education Week - May 24, 2017 - 8
Education Week - May 24, 2017 - 9
Education Week - May 24, 2017 - 10
Education Week - May 24, 2017 - Teaching Students To De-Stress Over Tests
Education Week - May 24, 2017 - 12
Education Week - May 24, 2017 - 13
Education Week - May 24, 2017 - 14
Education Week - May 24, 2017 - In Science, Next-Wave Tests Slowly Take Shape
Education Week - May 24, 2017 - 16
Education Week - May 24, 2017 - 17
Education Week - May 24, 2017 - 18
Education Week - May 24, 2017 - Testing the ‘Career’ Half Of ‘College and Career’
Education Week - May 24, 2017 - 20
Education Week - May 24, 2017 - Hey, Sailor, What Career Matches Your Interests?
Education Week - May 24, 2017 - In the College-Testing Game, ACT Outscores SAT-for Now
Education Week - May 24, 2017 - 23
Education Week - May 24, 2017 - 24
Education Week - May 24, 2017 - More Testing on the Horizon for Nation´s ELL Students
Education Week - May 24, 2017 - 26
Education Week - May 24, 2017 - 27
Education Week - May 24, 2017 - Formative Assessments Go Digital
Education Week - May 24, 2017 - 29
Education Week - May 24, 2017 - 30
Education Week - May 24, 2017 - 31
Education Week - May 24, 2017 - 32
Education Week - May 24, 2017 - C3
Education Week - May 24, 2017 - C4
Education Week - May 24, 2017 - CW1
Education Week - May 24, 2017 - CW2
Education Week - May 24, 2017 - CW3
Education Week - May 24, 2017 - CW4
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http://ew.edweek.org/nxtbooks/epe/ew_09192012
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http://ew.edweek.org/nxtbooks/epe/ew_08292012
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http://ew.edweek.org/nxtbooks/epe/ew_test
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http://www.nxtbookMEDIA.com