5 Lessons Learned

After years of implementation, staff development, presentations, and leadership at both the school and district level, Tom will outline the five most important lessons he’s learned about implementing assessment for learning and sound grading practices. Focused on putting theory into practice, Tom will describe the big ideas for successful implementation at the classroom level as well as the mindset and optimum conditions that build capacity at the school and/or district level.

Accurate Grading with a Standards-Based Mindset

Whether their school or district has fully adopted a standards-based reporting system, teachers can ensure that the grades they report are accurate by developing a standards-based mindset. Even when traditional grades are still required, a standards-based mindset more effectively allows teachers to determine a student’s level of proficiency. While developing this mindset can represent the heavy-lifting of the grading conversation, it is essential that teachers approach grading with clarity and focus. As well, this session will highlight the importance of examining our grading practices through the lens of student confidence and why school needs to be so much more than the simple accumulation of the requisite number of points.

Confidence through Competence This keynote session will focus on creating the necessary conditions that maintain a student’s confidence and their willingness to continue learning. Confidence is not about developing an inflated self-perception. Rather, it’s about students incrementally developing a belief in themselves to eventually succeed based upon some grounded, authentic evidence of learning. Blending sound research, personal stories, his own practical classroom experience, and his work as a school leader, Tom will make a compelling case for why assessment for learning and high quality feedback directed at enhancing self-efficacy will set students on a positive learning trajectory. As well, Tom will challenge educators to re-examine their assessment, feedback, and grading practices through the confidence lens.

Reaffirming, Reworking, & Rethinking our Assessment Fundamentals for the 21st Century

For the better part of the past two decades, educators have had a collective focus on establishing and growing their assessment literacy. Given no changes in our educational priorities, our current trajectory with developing and refining our assessment practices would likely be sufficient. However, as our priorities shift toward 21st century competencies, so too must our assessment practices. This keynote will highlight the assessment fundamentals that are reaffirmed despite the curricular shifts, those that need to be reworked to increase relevance, and those that may need to be rethought given the complexities of competency-based instruction.

Grading from the Inside Out

Long-term, sustainable grading reform begins on the inside and works it’s way outward. This keynote session will explore the oft-overlooked, but essential, first step of establishing a standards-based mindset which allows teachers to take a standards-based approach regardless of whether the report card or grading program changes. The standards-based mindset is anchored on the non-negotiable grading “true north” of accuracy and confidence that allows summative assessment to reclaim its place as a necessary and productive part of a balanced assessment system.