CCE staff and partner reflections on our collaborative work to create schools where learning is engaging and rewarding, and every student is set up for success.
Self-Reflection Through Performance Assessment Validation
QPA’s Validation Checklist is versatile. The checklist's ultimate function is to ensure each assessment in a Quality Performance Assessment System is:
- Adheres to principles of Universal Design for Learning
- Fair, unbiased and culturally responsive
- Aligned to the system’s learning goals
However, it can also be used as a self-reflection tool or as part of a feedback loop in the design process.
At our second day of New Hampshire QPA Institutes, we used the protocol as part of a feedback loop. For many, this was the first time they used this process. At the end of the protocol we asked practitioners to reflect on their roles. Here is what they said.
"This experience forced me to listen and sit back slightly in order to process information and convey it accurately and succinctly in a written format. It also opened my eyes to the commonalities in the group thinking and feedback."
"Rapid note taking means lots to write down quickly. It’s a good idea to have two notetakers, one for recording answers to the validation questions, and one to record in a more open format."
"I easily lost thoughts as everyone was talking. I had to bring my attention back to what the presenter wanted specific feedback on."
"When choosing roles for a protocol, participants are always delineated last, because there all the other roles are taken. This does not mean they are least important. On the contrary, they are most important."
"Our facilitator made sure everyone was heard."
"I have done this multiple times before, which made it easier to offer feedback and know what to look for."
"This was a great exchange of thoughts, ideas and suggestions. It is helpful to know others had similar struggles with wording and vocabulary."
"I felt I was a valuable voice, but I wanted to give careful feedback so as not to devalue my fellow teacher’s work. I found the discussion very helpful and informative."
"I had a chance to be heard and to reflect on the project as well as how I could apply comments to my own work."
"I enjoyed the process and the quiet time to read the materials. I think I asked great questions and helped “tighten up” the rubric. It gave me lots of ideas for my own rubrics too."
"It was helpful to see someone else’s work, even from a different subject area. Using the validation tool allowed me to see which aspects of my own QPA were lacking."
Friend of the Facilitator (Timekeeper)
I really liked participating in this activity and wish I could have shared my own task next. Keeping time is super important so that it keeps the conversation moving.
I felt that being timekeeper kept me engaged and privy to the need of ample time for reflection and feedback. It was very helpful to see this process through with a tangible plan. I hope to see the student work from this assessment.
"It was affirming and humbling. There was so much good feedback. It forces you to reflect by not talking."
"I felt very vulnerable at first, but went into the process knowing I needed feedback and advice. I received so much helpful and productive feedback and am excited to edit and continue working on my performance task."
"I appreciated the time and brain power the participants devoted to my project. The process was extremely valuable to me."
"I received good feedback. Participants from various grade levels and subject areas had unique insights."
"I found it challenging to sit quietly while my work was discussed. I really found the feedback extremely helpful and am excited to finish the process."
"It made me understand the validation process more and to carefully review the procedure and questions."
"I enjoyed the process of engaging everyone. I had to be mindful of the presenter. It helped me reflect on our teachers and what they are going through."
"It was a bit overwhelming to be the facilitator, but it kept us focused on our work."