[0:02] What about accountability? How do I assess that? These are questions I hear a lot, but even more so during COVID in the pandemic and I think my response may surprise you.
Accountability Should Not Change During Remote Learning
[0:37] I’m just gonna cut to the chase. I don’t think our focus or thinking with regards to accountability should change during e-learning. When we’re teaching, regardless of the environment, the process is the same. If we can align with these first two steps I’m gonna provide you in the teaching process, I think will be on the right track.
Creating Affective Outcomes
[0:57] The first step is to determine your outcome. What do you want students to learn? I will say that it seems now more than ever the affective outcomes of specifically valuing have come to the forefront and to move their way to the surface, but this is the first step. If you’re looking at affective outcomes, outcomes such as:
- I can identify activities that allow me to express myself.
- I could list reasons for enjoying physical activity.
- I can rank the enjoyment of different activities.
[1:28] Those are affective outcomes that I think we can focus a little bit more on right now, but developing outcomes is the first step. Again, what do you want students to know?
Determine How to Assess Outcomes
[1:40] The next in my mind logical step would be to take these outcomes, which are the foundation of your assessments that you develop and ultimately what you’re going to teach. So the first step is the outcomes. The second step is to look at your assessments and again, what do you want students to learn? And how are we going to assess that?
Give Assessment Back to Students
[2:00] So a theme of my assessing as of late has been to really give assessment back to students. We often take it from them and I think it’s a time to give it back to them and let them determine what they’re going to be held accountable for or how they’re going to demonstrate they’re gonna be accountable for that. So for example, my outcome could be “I can identify activities that are challenging and easy”, and in my lessons, I cover content related to what makes an activity challenging and what makes an activity easy and how challenging is a part of learning and challenging yourself. And then I turn it over to students and they can give me the list. Let them list the activities that are challenging, a list of activities that are easy. During e-learning, they can send videos. They can send pictures. A lot of these ideas are again putting the assessment back on students and letting them choose how they demonstrate that they know what a challenging activity is or what uneasy activity is.
Have Students Demonstrate Outcomes
[2:57] Then once you provide them with an array of ways that they can demonstrate this whether it’s videos, list poems, drawing pictures. If they don’t meet the expectations or they don’t demonstrate that they understand this, then it opens up the door for teachers to have these conversations and to learn from students on what they know and that guide them and help them to learn these concepts that are related to your outcome.
[3:20] So, again driven by my outcome, I create assessments that allow me to understand and allow me to know if students understand these concepts, and if they don’t it opens up the door for discussion. I think once you do these steps, then the content of what we teach, how we teach it etcetera becomes a bit clearer for us as teachers and students, regardless of the environment, whether it’s e-learning, hybrid or face-to-face instruction.