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How to assess students' skills and knowledge in the age of ChatGPT?
Aimée Skidmore, Collège du Léman - International School
Wednesday, March 22, 2023 · 5:33 p.m. · 20m 31s
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but she uh a thank you for the opportunity to come here and speak with you all and also learn from all my colleagues
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and i congratulate the organisers on facing such a challenge with
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um with innovation with creativity and with an open mind with with the courage to do it
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um i'm really excited about the possibilities of check should be to my classroom i've been using with my students
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it's like you heard matt with a rubber saying i've been using that as well
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i but also been using it for myself to improve my efficiency and my work flow
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um and so today i'm gonna share with
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you some ideas around i'm learning um some approaches
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as well as some practical examples of assessments that you can do as
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we face this challenge of 'em checked u. p. t. and other a ah
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so first i'd like to to present that idea i'll explain to you why i'm presenting that idea too
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in order to um help us to use these concepts to design better assessments
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as we face classrooms where jack should be to another area by our reality
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so how do we evaluate students knowledge and skills in the age of of chuck g. p. t.
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i see that educators we are not new to disruptions to learning your member in the pandemic
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um we had to to shift quite quickly um we had to find
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new ways to motivate students new ways to um in gauge with them too
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establish and maintain relationships and we had to teach in a different
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environment know many of the us saw that as an opportunity for um
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to modify and redesign what we already do and then went back
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into the classroom uh after that we brought those things with us and
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we realised that they were better they were a good replacement
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for some of the older outdated things that we had been doing
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i see check g. p. t. s. the same kind of disruption it's an opportunity that yes has been forced upon us
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but if you see it in another way it's an opportunity for modification and redesign
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um change to our systems happens so slowly in education is one of the slowest to change
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so i am excited to have a little cake see step
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through the open door that chuck g. p. t. has given us
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um and do some some work with um you know perform our systems
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i'm confident that i'm better plaque cross
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is usually better classroom practised including better assessment
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will lead us to um better knowledge overall and
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i'm equally good performance on our external exams it's uh
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assessments that allow us to measure and fee learning for insider classroom and that will also
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success on those external exams the answer i'm gonna give you is quite simple and it's something you are all
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familiar with and that is natural learning process um i
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i'm gonna give you an example of natural learning process you
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do this every day when you're learning something and then we're gonna use that
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operate that down i will use it to help us to design better assessments
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i argue that if we try to replicate natural learning
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and assessing prophecies it will help us create experiences for students
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that would place a i like check should be t. in a supporting role rather than as a response generator
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so here's my example this summer i was learning some woodworking and i found a chair
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on the side of the road wooden chair that i wanted to re finish to get home
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but i didn't quite know how to do it i had not very much experience
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with using varnish finishes waxes and i would really want to do a good job
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so i decided to go to the hardware store i got my materials i brought them home
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i was very interested to to to get started i looked on the on
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line for some ideas for how my going to uh you know refinished this chair
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and through this self directed learning i tried out something some tests uh pieces
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and through trial and error i kind i made my way through but there was a moment that
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i came upon a challenge that that i couldn't fix myself and had to reach out for help
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and that's when i went across to my neighbour bernard who happens to be a master woodworker i said
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brother come over and help me with this i don't know what to do with this is not working
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he came over you had a look you gave me some advice infected gave me some
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information that i could not find online because he was using his years of experience to help
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he gave me that feedback i reflected on that and i put that into ongoing practised
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so this is an uh a scenario that you're very familiar with it's very simple how that works
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this kind of learning is not hating we can see the steps of that natural learning
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um we'll talk about how do we assess that learning after
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in a minute um but these factors are present in that
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natural learning these are visible and we can see this our
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students if we look for those certain learning p. eight years
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we have meaningful involvement voicing agency i wanted to
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fix that share we have real purpose and a challenge
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we have guidance encroaching as well as ah accurate and reliable information
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and this is my first time of three that i'm gonna say this this is what your jobs are not going away teachers don't worry
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because it's that he's that guidance and that coaching that makes the learning happened when i
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was stuff i had to go outside and get that hell and that's what we do best
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um so through that direct instruction that direct experience excuse me and our
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social interactions with bernard the trial and error i was able to have success
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not only can we see that the the learning happening
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weekend also evaluate the results how do we know well bernard
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i don't know maybe was the french but he kinda looked and i was like
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it's good right and so bernard can tell me if it's good or not but
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i know it was successful and how do i know that because i asked myself these kinds of questions
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can i explain or demonstrate what i've learned to other people
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i try this with my husband he was not interested in learning about like
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this they more to this charity just wanted me to get the thing done
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but anyway i could explain it what's the quality of my work with
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like produce has my performance improved on the use of those kind of
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materials um and then these kind of questions um can i recognise
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patterns and trends in what i've learned and can i apply that to new situations this
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is this is really where where the the what's special about this natural processes that
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you're learning doesn't style through evaluation it pushes your learning forward to the next level
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in fact that happened to me in the fall had refinished amorphous some floors in my house
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very old ancient word of fragile porous um i was scared i was gonna mess it up
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so went back to all the things i knew about how the stain and varnish and back
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um but i also brought bernard backing so he could have a look in the
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consulting he could tell me good approaches and how how like you go about doing it
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so that's the other role that teacher comes in and helps you with that assessment
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and pushes or learning forward with out that
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percent without that self evaluation this wasn't gonna happen
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so
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how do we build better assessments using the concepts of
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natural learning and assessing to minimise that a i involvement
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so that's what that process seven learning and assessing in a natural way i'd like
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us to use that to design assessments that put a i in a supporting role
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and i will give you some practical examples of what that can look like towards the end um
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you would say okay well this is so simple we know how to do this this is natural to all humans
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but why doesn't happen more in classrooms and i you i say that there are some
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reasons why this simple idea doesn't work and there are some factors that make implementing it
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someone that a typical and there is this this represents
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your experience as educators your knowledge your practitioners and this entire
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portfolio of information and an experience that you bring
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to your classrooms it's what makes you effective practitioners
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but i would say that it's also that that experience
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knowledge in police some of those police i have them too
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we hold believes that are not through and we reproduce those in our
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classrooms so i'm saying that this could also be what's holding us back
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what do i mean by that this is like the backpack of past factors and believes
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which are these kind of things and alex all go through a few of them
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i invite you for just a moment to put that heavy backpack to the
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side of your fat ass crack this and just imagine how assessment could look different
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things that we'd i'd like for us to let go of it silo mentality
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we teach in silos off in in our schools we think
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in silos we teachers think our subject matter is the most important
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and i don't think that's how we learn actually do not separate that out um the idea that
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content knowledge and the written word are
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the most important indicators of mastering intelligent
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that's really difficult for me to say i'm a twenty six year writing teacher and i'm telling you that
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when we put all our eggs in the writing basket this is why we have an issue with a ah
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right we've been using writing as a gate keeper
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to determine whether our students have knowledge and skills
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not that we need to let that go and that won't go away because of or the way we examined but
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we can put it aside in our classrooms and try to val
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arise a french word uh to to highlight other types of learning right
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um so holding on to these kind of ideas can can closer
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my to different approaches the last one there is e. the kind of
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um like deceive schooling how we were taught what we think schools
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should look like when we walk to school what should that look like
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that's the way we were in our schools was what we expect is what our parents expect
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and how we were taught to teach these are things that sometimes need to be just put aside for
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a moment so i invite you as we start building a new way of assessing in your class or more
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i uh modified way of assessing focus on what's really important in the end
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something teachers do all the time and i'll remind you we need to decide on what
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are essential knowledge ends understandings and what are are transferable skills that we want students to have
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clear your mind of the backpack bring in that what you know is
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natural learning that works in the real world and let's start to design some
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uh assessments that be learning forward giving feedback reflection and goal setting
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again number three why your jobs are not going away no one can
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do this as well as you can even though i like matt i've
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used a closer years my administrators i've you stretch e. p. t. that
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mark papers of course i have a one c. is is good as i am and you know what it doesn't know
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it doesn't know my students and it doesn't know where they're at so the this is the piece that keeps that learning moving
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um let's design um assessment simple problem solving and
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application of knowledge let's require evaluation and personal opinion
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let's emphasise production rather than response get people to create eight things
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involve students in the process of assessments doing them creating them dies designing them
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what can not look like in your uh yeah what can that look like in tow sorry but
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more things to say
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exactly okay um devote more time and energy to your formative assessment
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when we put more value on those formative assessments uh um students will
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hear that message often they'll do what we tell them in terms of
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you know what to believe about what's important if we spent time in
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formative assessment they too will see it as important formative dot com is one
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digital tool that many of you already use it makes that process easier
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restructure your remarks schemes use check should be t. but put in there
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um values on skills in process is over content i've done isn't my lang inlet class
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um i've given more points to process and authors voice and fewer points the content
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try to show them that this is what's important this is how you learn to be a better writer
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um and what cannot look like in our classrooms
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this me feel overwhelming to you don't panic you
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do not have to revamp your entire portfolio of
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assessments i'm not saying throw out the essays i'm saying
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keep that idea of natural learning process in your mind and look for ways to supplement your traditional models
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give yourself time and except that some of our assessments are going to be and
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always have been and always will be changeable vaccines gonna talk to us more about that
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um but that's just the the what we need to accept and if we can move some of our assessments
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around that we can put check g. p. t. as a tool and as a support
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i spoke with sociology mass geography chemistry colleagues at my school and i'm gonna share with you
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what they told me about how they're modifying their old assessments and how they're adding on new approaches
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these are all aligned with natural learning prostheses and you probably are doing some
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of them today so this is a way to tell you don't panic don't
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don't get upset about this check should be t. it is not a threat to you it is your tool
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there are a lot of these uh go through the rim relatively quickly if you
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have questions about them feel free to reach out i'm happy to talk to you
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more about them the ones i'm expert in and also connect you with teachers were doing these in the classroom
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the first one is p. l. um this is the one stop shop for natural learning it does it all
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it has the the natural learning process it
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has assessment in there it has the the the
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reflection piece the coaching piece um n. p. b. l. is you're tackling these real world problems
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is on valuing uncertainty iterative thinking innovation so if you
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can do this in your classroom this is going to be
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you know ye it's gonna do it all matt give us an example of that as well
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um critiques and evaluation of source material this is an assessment they get students
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to um to really that in your
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valuing that personal response simulations in case studies
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what better way to measure deeper learning then with
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um with with case studies they can apply new information to different places
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um portfolio and oral defence of learning this is one of
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their portfolio and oral defence of learning um this is my
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might go to i love this i do this in my courses i i um
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use it everyday uh and this is where by students are collecting their work over
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a period of time and then at the end they are presenting the work to you
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select pieces and defending why that work men and meets the learning objective
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this is fantastic because not only does it does it look natural
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in in has all those aspects to it it's highly motivating because students are in charge of
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this estimate you take the assessment from you and you put into the hands of the student
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highly engaging highly motivating um other ones like um the observation yeah and
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um observation and tracking of discussions and debates in class we do these all
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the time as activities if you track them you can now start to measure them
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tools like pour les in key although or like or digital tools that can help you to do that um
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interviews and guided oral discussions are another way to measure um students work
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uh mm having students demonstrate things record that for the shy ones and
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let them do it live for the ones were more confident have more skills
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drawings models markups this is an assessment tool we use it
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for learning use it for your assessing um geography teacher of
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more in our school i uses logo when she's teaching population
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concepts she has them build these like the these population pyramid
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and then she walks she can see in a glance who's getting it who's not she steps close to the student
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she asked the student explain to me why did you use that colour why did you use this how does this work
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and she can see the depth of their learning through that conversation market on your paper done
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and she can give the new data and asked him to do it again so she uses that her assessing
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um another example primary research some people say high school
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students are too young to do primer research i disagree
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i have a um sociology teacher engaging
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students in primary research why it's highly motivating
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they produce their own data hand they get to penalise the data that they've produced
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um when he does do secondary research 'cause i asked him about this like what happens when you need him to go find other stuff
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he tells me he doesn't like them out there in internet he gives them the content
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and then he asked them to do something with that he measures the argument not
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the research skills because that's what he's trying to get at not in their search ability
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um so that's that's a very practical example um the last one here
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is related to prompt writing if you can teachers students to write problems
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put it into chat g. p. t. what is it spell watch all the analysts that watch how they
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pick it up already pretty get that tells you a lot about whether they understand the concepts that you're teaching
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if they can use a mark scheme to market piece of work
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they understand that mark scheme and thereby can can demonstrate that to you
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um the last few um observed lattice you contract in the same way
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asking is to give a lesson teaching it to others shows that they don't know how to do it
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asked them to pro explain their process how did you get there
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medical mission record that document that as a way to to to understand what they know
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um and the last one here is um having meetings to discuss and document process
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if you have a big piece of work to do and you want to
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verify that that students work is their own you put them into that series of
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of discussions you record the and you're able to tell straight away whether that is their work or not at the end
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these are just some uh some examples of what's teachers are doing right now in
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their classroom they may make natural learning i mean to leave you with one last thought
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some of our traditional approaches to assessment have left us both in
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and vulnerable not just to the possible but to the probable use of a i've a student
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i assert that if we align our classroom learning experiences and assessments
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with how we learned naturally we can ensure that a
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i remains a tool and support rather than a threat
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and if you think designing these types of assessments is too difficult or you don't have enough time
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i have a tool that can help you to design these kind of assessment
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