Assessment in the digital world….with a pencil

I’ve been a teacher for 13 years and there is one component of the job I just don’t ever seem to be able to fully, effectively manage – paperwork. Specifically, assessment paperwork. I start the year off with good intentions and, quite often, a folder neatly organised and labelled with appropriate headings, all ready to sort the rich evidence of learning of each of my students.

Regardless of what system I’ve devised over the holidays, I’m usually happy with it initially. Until about week 4. That’s when I start to see the flaws and it starts to become a little unruly before building up to unmanageable and I spend the rest of the year trying to backtrack and put band aid solutions, hobbling along and swearing next year will be different. Which it always is…with the same results.

I think the crux of it is that my digital life is very organised and orderly, my paper life less so however my assessment is a real mix of the two. Finding a way to merge all of that without duplication (because who has time for that?) has been the challenge which I feel like I might have got on top of this year.

Two things have made a real difference to my assessment this year – Microsoft OneNote and my Apple pencil.

I wasn’t initially a convert to OneNote – I found it to be a bit glitchy and wasn’t entirely convinced it did enough to warrant me moving over to it. It was pretty but didn’t have any additional functionality that I needed. However the real clincher was my Apple pencil – suddenly the benefits of OneNote were clear – an organised space for my digital records with multiple sections that I could type in and write on as well as store documents. All in a friendly, vaguely paper looking format.

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My current setup for my reading conference notes looks like this – a summary page at the start with hyperlinks to individual pages for each of the student records. The different colours on dates are for the fact that I share my grade with another teacher so this solution allows us both to take notes and know where the other teacher is up to.

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The individual pages look something like this. You might be wondering where my handwritten bit comes in as it’s all looking very spreadsheet-ish at the moment. Firstly, I take my running records on my iPad. No longer do I have to waste paper or ink on printing them out, only to file them then shred them at the end of the year. I take them in Notability, save them and attach them directly below the notes of that session so it’s all accessible.

Below each student’s record, I also keep a copy of the ‘Fountas and Pinnell behaviours to notice and teach’ and I (physically) tick & date each of the behaviours when I see them to help me figure out the student’s next area of learning in reading.

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So far, so good. I love the fact that it’s all tidy and in one spot as well as the ease of use when multiple teachers need to access student’s assessment results. Their writing records are being kept in a similar way and have allowed me to take snapshots of students’ work, annotate it and keep it all organised. Who knew that all it would take to bring me over to digital record keeping was…..a pencil?!

How do you organise your reading conference notes? Do you prefer digital or paper records?

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2 thoughts on “Assessment in the digital world….with a pencil

  1. When Reading Conferences rolled out across the WMR a few years ago, I pushed for doing conferences online. Initially this was via Google Docs and then Word documents on Dropbox.

    In a Secondary environment, this allowed access to multiple stakeholders, both teachers and students. In hindsight, it did not work. Not only did students feel that reading was done to them, but it was also left to the English teachers. I reflected about it here.

    When I moved down to Primary, I discovered the limits of capturing things like running records digitally. I can really see the possibilities of the pen in supporting this.

    How do you see this continuing to evolve? Are students actively involved?

    Syndicated on Read Write Collect

    • The students are actively involved in the discussion and in the setting of a goal and strategies – the digital, at the moment, is a record of that for myself and the other 2 teachers who work in our team. Feedback from our students is that they love reading conferences partly for the very reason that we’re working together to set goals and collect evidence that they’ve achieved them. I wonder if it’s a primary/secondary difference?

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