We all strive for balance. We seek a return on investment for our efforts that feels rewarding, that justifies the means, and that helps us see the benefit in the decisions we make. In education, once we feel we have found a balance from our efforts, it is incredibly challenging to stray away from the design of our decisions. We have been looking for the most nourishing fruits from our labours and once we have found a path we tend to stick to that same path until something comes along to really motivate us to do something different.
What if I were to nudge you to consider that there’s another design, another balance, another series of decisions and experiences that will bear more beautiful fruit? What if the return on investment from doing something different is something otherwise unattainable and at the same time, transformationally rewarding for both you and your scholars? Would you give it a go?
With this in mind, please consider the 90% Model of Assessment.
I propose our assessment practice engages learners in a certain balance of evidence:
90% of our assessment is formative over summative.
90% of our assessment is feedback and reflection.
90% of our assessment is qualitative and anecdotal.
90% of our assessment focuses on the ongoing and the next steps in learning.
90% of our assessment supports learning mode over performance mode.
90% of our assessment is descriptive, affirming, and strength-focused.
Consider the benefits to this balance:
more engaged and motivated learners.
greater well-being in your classrooms.
a more positive and growth-focused learning culture in our schools.
self-aware learners who are accurate and concise in their self and peer assessment.
a richer balance in assessment as teachers share assessment experiences with their scholars.
greater growth over time.
Use this frame to help linger in learning longer. The 90% Model of Assessment helps transform the “is this worth marks” outlook on learning towards one of ownership, understanding, and equity. Consider using the below images to help in this work and strike your own balance.
