Hattie's research demonstrates the importance of feedback. All of the individual techniques that yield high effect sizes do so because they are avenues for feedback. Because the quality of feedback depends on the quality of the assessment, time spent considering assessment practices is valuable. Rick Wormeli's Fair Isn't Always Equal provides guidance in this area.
Purpose
A core belief communicated by Wormeli is that the main purpose of education is to promote mastery. Most teachers embrace this concept in regards to instruction. However, remembering to extend the emphasis on the promotion of mastery to assessment is difficult. Often assessments are treated with finality. All teachers are forced to operate within fixed time frames for courses; the most thoughtful teachers extend the opportunities for mastery as much as possible within those parameters.
Differentiation
When teachers see assessment primarily as a tool for promoting mastery, they see the need for differentiation more clearly. Because all students are at different stages in the journey toward mastery, it is necessary to adjust assessments accordingly. If the goal is mastery for each student, the act of extending a deadline, allowing a second chance, or providing extra scaffolding becomes the most pragmatic response. If treating a student exactly the same as a peer does not move the student closer towards mastery, then alternative practices should be employed.
Three Practices Worth Scrutinizing
Wormeli identifies ten practices that do not lend themselves to differentiation or the promotion of mastery. I'll briefly discuss three. Assigning grades to homework or quizzes given immediately after a concept is introduced does not respect differentiation or mastery learning. This does not mean that feedback should not be given when a student has not mastered a skill. Students need feedback, but it should not come in the form of 4 out of 10 points. Similarly, forbidding second attempts on assessments limits mastery. If the goal is for the student to demonstrate knowledge and skill, it should not matter how many opportunities they take advantage of. Lastly, is the practice of assigning grades to behaviors. Behaviors should be addressed, but averaging in grades for "showing up to class prepared," will result in final grades that do not accurately communicate the student's mastery of the content.
Perspective
Wormeli acknowledges that differentiation is not easy. When teachers are asked to process grades for over 100 students a cycle, precise calibration for each one is impossible. Wormeli also grants that there are times when students will not perform without the threat of a grade penalty. The "ten practices to avoid" could perhaps be deemed "ten practices to minimize."
I won't take a dogmatic approach to specific practices; however, I believe the healthiest classroom cultures will be visibly influenced by the values of mastery and differentiation.
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