We may be showing our age with this next bit but I wonder if you know the ABBA song, “I do, I do, I do, I do, I do” (and the song title is also ⅓ of the lyrics). It is really easy to get caught up in the DOING in an education setting, and there is always something else to add to the list. No surprises there!
Something we do is engage with evidence in all its forms - observation, anecdotes, test scores, work samples, exit slips, student feedback, quizzes, eavesdropping when students are talking. You get the idea. We may also have access to a student's previous years evidence in handover notes, student data trackers or learning management platforms. It is safe to say, we aren’t short of sources of evidence. And these sources of evidence have the potential to inform and improve our decisions and actions if we are nosey about them.
So, what’s the problem?
In a google search, ‘nosey’ gets a bad rap with synonyms of prying, busybody, meddlesome, spying and snooping. However, synonyms also include inquisitive, curious, probing and interested. Let’s stick with that last list. How are you inquisitive, curious, probing and interested in evidence? From now on, we are going to call this evaluative thinking.
When I engage in evaluation (making sense of evidence) I might:
crunch the scores or ratings
read the exit slips
analyse the work samples
All of these sounds pretty good. So, why be nosey? Why be an Evaluative Thinker?
Because if we think evaluatively, we are more likely to use the evidence to adapt, refine and improve our decisions and actions in more informed ways.
As I crunch the scores and ratings, what am I nosey about?
Am I bringing a bias to this?
What is something I had not anticipated?
Who needs to know about this?
What will be the best thing to do as a result of this evidence?
As I read the exit slips, what am I nosey about?
Is this information similar to what I observed in class?
How will I share this evidence with my students?
What will be important to revisit tomorrow?
Who might I need more information from?
As I analyse the work samples, what am I nosey about?
Am I making assumptions about progress?
What are these students ready to learn next?
What do these patterns indicate I have taught well? Have not taught well?
Evaluation AND Evaluative Thinking are essential for quality evaluation practice. In the words of an even older song, thank you Frank Sinatra, “You can’t have one without the other”. To change that up a bit “You shouldn’t have one without the other”!
As you start the new school year our challenge to you is to think evaluatively. We appreciate this is another thing to ‘do’. That said, if you were going to ‘do’ something to support teaching and learning this would be a high priority. Some suggestions we have include:
As you look through previous assessment data, what do you notice about your assumptions and bias? How might that impact the way you use the evidence? See MicroMove #5 for more information about types of bias)
As you begin to make judgements about students strengths and gaps in learning, are you using multiple sources of evidence, such as a pre-unit quiz, post-lesson exit slip and observations during the lesson? (See MicroMove #6)
As you make sense of the evidence, are you seeking the input of others in the analysis, such as colleagues, learning partners, PLCs and students to challenge your thinking? (See MicroMove #8 - students engaging with evidence)
Research, both from experts in the field and our own experiences as educators and leaders, indicates that thinking and acting evaluatively ‘betters’ educator ability to confidently identify areas for improvement and refine educational practices (Buckely et al., 2015), and ultimately improve learning experiences and outcomes for learners. Better analysis, better action, better monitoring … just all round better! In the worlds of ABBA,
So come on, now let's try it, be nosey, you can't deny it
'Cause it's true
I do, I do, I do, I do, I do
(pathetic second grab at some lyrics… but hoping it made you smile)
Frank Sinatra https://www.youtube.com/watch?v=gpeiuVL5hLs
References
Buckley, J., Archibald, T., Hargraves, M., & Trochim, W. M. K. (2015). Defining and teaching evaluative thinking. American Journal of Evaluation, 36(3), 375–388. https://doi.org/10.1177/1098214015581706
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