Assessment Practices: Building Sustainability, Equity, and Literacy (featuring ACBC)

In this edition of the Roundtable, host Tim Cavey connects with five educators from the Assessment Consortium of BC. The purpose of ACBC is “To foster growth in assessment literacy for educators in British Columbia that will lead to sustainable and equitable practices, benefiting learners from K to post-secondary.” Whether you’re a British Columbian educator or not, if you’re interested in learning more about assessment practices in K-16, this conversation is for you.

Select any of the timestamps listed below to jump to specific portions of the discussion. ⬇️

Questions and Timestamps from This Conversation

  • 0:30 – Who are you and what is your current context in education?
    • 0:38 – Who is Shannon Schinkel?
    • 1:44 – Who is Nina Pak Lui?
    • 2:14 – Who is Phil Stringer?
    • 3:06 – Who is Josh Ogilvie?
    • 4:00 – Who is Katie Marren?
  • 5:07 – What is the Assessment Consortium of BC? How and why did ACBC start?
  • 7:53 – Why do you call it a consortium? What do you see as ACBC’s mission?
  • 12:18 – What is your personal assessment story? What sorts of experiences have shaped your thinking around assessment today?
  • 31:53 – Who are the voices who have inspired you and influenced your assessment journey?
  • 41:33 – What are your hopes for the launch and learn EdCamp event?
  • 44:46 – What is next for ACBC? What are some of your long-term GOALS?
  • 47:48 – How can we connect with you and join your learning journey?

Follow These Educators and Founders of ACBC on Twitter

Assessment Authors and Speakers Recommended by the Panelists

  • Barbara Oakley
  • Benjamin Bloom
  • Brooke Moore
  • Carol Ann Tomlinson
  • Dustin Louie
  • Dylan Wiliam
  • Grant Wiggins
  • Henry Roediger III
  • Jan Chappuis
  • Jay McTighe
  • Jo Chrona
  • Jody Carrington
  • Judy Halbert
  • Katie White
  • Ken O’Connor
  • Leyton Schnellert
  • Linda Kaser
  • Mark A. McDaniel
  • Paige Fisher
  • Peter C. Brown
  • Peter Liljedahl
  • Rick Stiggins
  • Rick Wormeli
  • Shelley Moore
  • Starr Sackstein
  • Susan Brookhart
  • Thomas Guskey
  • Tom Schimmer

Listen to the Audio-Only Podcast Episode on Spotify

Catch the Next Teachers on Fire Roundtable LIVE

As of this post, I’m still appearing weekly on YouTubeFacebook, and Twitter at 8:00 a.m. Pacific/11:00 a.m. Eastern. I’d love to see you join us and would be happy to feature your questions and comments on the show!

Connect with the Teachers on Fire Podcast on Social Media

Subscribe to the Teachers on Fire Podcast on Your Mobile Device

Success! You're on the list.

The Tech Rabbi (Rabbi Michael Cohen): Creativity, Design, and Innovation in Education

Who is The Tech Rabbi, Michael Cohen?

RABBI MICHAEL COHEN is a designer, educator, creativity instigator, podcaster, YouTuber, speaker, and an Apple Distinguished Educator. He’s also the Director of Innovation at Yeshiva University of Los Angeles Boys High School and the author of Educated by Design: Designing the Space to Experiment, Explore, and Extract Your Creative Potential.

⭐️ Use the timestamps below to jump to specific parts of this conversation. ⬇️

05:09 – It’s story time! Please share with us about a low moment or an experience of adversity that you’ve faced in your teaching or education career, and describe how you overcame it.

08:54 – I can’t say enough about your book, Educated by Design: Designing the Space to Experiment, Explore, and Extract Your Creative Potential. So many good directions we could go here, and it’s been fun to hear you discuss your ideas chapter by chapter on your podcast. But let’s start with this quote:

“We want our students to believe that they have the ability to create something incredible, but for that to happen, they must experience the freedom of authentic learning. Our students must be allowed to take risks and be given the space to experiment, fail, and try again.”

Can you talk more about what you mean by authentic learning? How can school leaders and teachers move their practices and thinking in this direction?

12:15 – You also wrote that “I believe that creativity is a mindset, not an art set.” I love that quote because I hear the growth mindset there – the ideas that our identities and capacities to learn are not fixed, that we all have creative capacity.

What is your word to students and educators who have decided that they are not creative people?

16:39 – How are you looking to grow professionally and improve your practice next year? Can you share about a specific professional goal or project that you’re currently working on?

19:55 – Outside of education, what’s another area of learning for you? What is it that ignites your passions outside of the classroom and brings you alive as a human being? Tell us why this area interests you and why you enjoy it.

20:38 – Share about one personal habit or productivity hack that contributes to your success.

Voices and resources that spark Michael’s thinking and ignite his practice:

On Twitter

EdTech Tools


1. What I Wish I Knew When I Was 20 – 10th Anniversary Edition: A Crash Course on Making Your Place in the World by Tina Seelig

2. Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. by Brene Brown

YouTube Channels


Follow The Tech Rabbi

Connect with the Teachers on Fire podcast on social media

Subscribe to the Teachers on Fire podcast on your mobile device

Song Track Credits

Listen to this episode on Spotify

Hey Teachers, Let’s Model a Metacognitive Life

Three simple reflection questions are enough to sustain a lifetime of authentic learning.

Education is waking up to the power of self-reflection. It seems that when we ask our learners to actually reflect on their own learning journeys, VERY COOL THINGS HAPPEN.

They get involved in the process.

They take on some agency and assume some ownership.

They move from passive spectators to active participants.

And the results can be significant.

Professional growth for teachers requires agency and ownership, too.

Ironically, teachers can fall into the role of passive spectator just as quickly as students can.

We can find ourselves waiting to be taught by others. To be professionally developed. To be told our next steps forward.

Yes, it’s entirely possible for the very professionals dedicated to the industry of learning to learn very little at all. To cruise from year to year. To grow stagnant and stale, uncritical of our own practices, unconcerned with growth, or too content in safety to risk uncertainty of any kind.

Don’t hear me heaping judgment, because I’ve been there myself. For those of us who’ve been around for a decade or two, professional complacency has a certain stealth about it. Turn your back on it for long, and before you know it, you’re comfortable.

But it’s hard to learn when you’re too comfortable.

Three Big Questions

Some time ago, I was privileged to attend an assessment conference with three colleagues. As part of the conference, we were given the opportunity to tour a few local schools. We were profoundly impacted by what we saw.

One of the many things we took away from these school tours was that schools were using Three Big Questions to make learning visible throughout their entire buildings.

It’s so simple, really.

  • What am I learning right now?
  • How’s it going?
  • Where to next?

Students were involved, but teachers were too. And that gave me some big ideas for the 2019–2020 school year.

Student Self-Reflections on Seesaw

First, I decided to make these Three Big Questions a regular part of my classroom culture. I then asked my 8th grade students (at a different school at the time) to reflect on these questions on Seesaw every Friday.

(*If you’re a Seesaw teacher yourself and would like to try this activity, grab it here.)

So far, I’ve allowed students to reflect on any learning target(s) from any subject, and I’m always impressed by how thoughtfully they approach this exercise.

It’s a simple practice. The writing demands here are pretty tame. It feels safe, and it’s interesting to my students. All they have to do is be honest.

Their comments are usually enlightening, and my eyes are always opened when I hear about their challenges, their frustrations, and the wins they’re celebrating.

It’s an awesome practice.

One student reflection from last Friday

Teachers Can Reflect, Too

As a middle school, our staff team decided to begin the 2019–2020 school year by following the fantastic example at Holly Elementary in Ladner, BC, and building a bulletin board that modeled lifelong learning through the Big Three questions.

  • What was something that we were learning? It didn’t need to be academic.
  • How was that learning process going?
  • Where were we headed next?

Three Big Questions in My PLN

Encouraged by this activity, I then threw out the Three Big Questions to my PLN. I tweeted a challenge to educators in my professional learning network to tell me about their own learning journeys.

And they did.

I could go on with more examples, but you get the idea.

It was super fun, and an exercise that I think schools and learning communities everywhere would do well to build into their staff conversations, circle check-ins, and professional learning times.

Wouldn’t you want to know what your colleagues are learning? I find that so inspiring and energizing.

Back to You: Model That Metacognition

And so I leave the Big Three questions with you, lifelong learner and education professional.

  • What are YOU learning right now?
  • How is that going for you?
  • Where are you headed next?

Share your answers with your own learners, with your colleagues, and with your PLN.

Because learning is contagious.

How to Master Your Master’s Thesis

Learn from my mistakes to gain the most from your thesis or dissertation experience.

Image Source: Vancouver Island University

It’s been a year and a half since I completed my Master’s thesis, and I’m still riding an emotional wave of relief. Although the research was valuable and the learning was rich, it feels incredibly good to be finished. Although the professional learning is never done, the MEdL degree is a chapter closed and a professional goal realized.

As I look back on my thesis work, I know that I made the journey a lot more difficult than it needed to be. After months of reflection, my intention in this piece is to share some insights and strategies that might spare others the agony I experienced just a short time ago.

My Context: A MEdL Degree Program

I registered for Vancouver Island University’s Master of Education in Educational Leadership (MEdL) degree program in the spring of 2017. It was an amazing program, and I highly recommend it to fellow teachers.

My first year of studies began later that summer on the VIU campus in Nanaimo, and I enjoyed it from the beginning. My instructors were inspiring, colleagues were encouraging, and the course content was engaging. I was re-living the student life, learning a lot, and enjoying the ride.

Those first two weeks of classes in August 2017 were followed by ten months of online studies while I returned to my professional practice in Burnaby, BC. All 45 students in our MEdL cohort were placed in triads — groups of three students that supported each other’s work throughout the school year. On average, I wrote a couple of small reflective papers a month, and the two colleagues in my triad reviewed my work before submission each time. Although deadlines imposed occasional pressures, this first year of readings and course work felt helpful and manageable.

This year felt so manageable, in fact, that I decided to launch an education podcast during spring break of 2018. Although I didn’t know what I was doing at the outset, the podcast was a passion project that I had been dreaming about for some time. I loved the creative work involved, but it instantly demanded several hours of attention per week. This added workload wouldn’t exactly help the tasks that loomed on my academic horizon.

In the summer of 2018 I traveled back to Nanaimo for five more weeks of classes on the VIU campus. The last two weeks there were spent in preparation for our thesis work: selecting an appropriate area of focus, defining research forms and directions, conducting preliminary reviews of the academic literature within our areas of focus. My professors encouraged me to consider research in the realm of educational podcasting — a thesis that would align well with activities I was already involved in.

I was engaged and excited – at least in theory – but made little initial progress during those summer weeks. I had more than a year to complete it, so there was no need to rush.


After some celebrations and goodbyes in early August 2018, our class parted ways and returned to our respective homes. We had a few weeks of summer remaining, and we looked forward to relaxing with our families and loved ones before heading back to school as teachers and administrators for another year.

The clock had quietly started to tick on my thesis work, but I wasn’t listening. I still felt exhausted by the 2017–2018 school year and the five weeks of university classes that had immediately followed. My mind and body craved a break, and it felt good to spend time with family.

My thesis was sent to the back burner.

A Growing Problem

Summer vacation came to a quick end, and the fall of 2018 brought another year of teaching. My circumstances had changed: I moved from a school in Burnaby to one in Surrey, and although the learning community was wonderful, almost everything was new. I had new colleagues, new expectations, and I was teaching new courses. My class was fun but a handful, and it required a good deal of energy to teach well and fulfill my professional responsibilities.

Between teaching, the family life, and my podcast, I had a lot going on. My thesis work felt distant and difficult to engage with: it wasn’t the kind of work that I could jump into for 20-minute intervals. To make any kind of significant progress required high energy and blocks of time in the order of hours — and such blocks were hard to come by. When these patches of time did appear, it was painful to consider spending them on thesis work instead of so many other attractive priorities: family, friends, work, the podcast, and creative pursuits.

Crunch Time

In the spring of 2019, I managed to formulate a coherent plan for my field research. With the patient help of my advisor, my application was accepted by the Research Ethics Board on its first submission. I completed my research (an online survey) in May, and the process went smoothly. I got the critical mass of participation that I needed, and another box on the path to thesis completion was ticked.

Unfortunately, the smooth ride for my field research only masked the reality of my lack of progress elsewhere. Between August 2018 and July 2019, I made very little progress. I mean, I chipped away here and there, added a few paragraphs, and reviewed a couple of articles. But by the end of the 2018–2019 school year, 90% of my thesis work remained.

I hadn’t really had my head in the thesis game for quite some time. There were issues of argument, support, citation, validity, and justification that I still didn’t fully understand, and my review of the academic literature was still lacking. A huge amount of work was required, and I was starting to feel more anxiety than I had felt in some time.

To make matters worse, I was now on a tight deadline: complete my thesis by the end of August, or pay a continuance fee of a few thousand dollars for an extended semester. The thought made my palms sweat and heart pound more every time I thought about it.

Fear of Failure and the Agony of Deferral

It was early July. School was out for the summer. With two months between me and the August deadline, I was up against it. Yet even then, I found reasons to avoid my thesis. Good reasons.

Date time with my wife was more critical than ever. Our boys needed daily hikes and trips into nature. Email needed checking. Podcasts required promoting. Rooms needed cleaning. Files needed organizing.

Of course, like any good cycle of procrastination, all the stress and anxiety would return with brutal force as soon as the temporary high of these distractions began to fade. My brooding thoughts flitted from fear of failure to toxic self-loathing for my sheer lack of willpower and ineffectiveness.

Not a great emotional space from which to read academic journals and construct eloquent arguments.

The Final Battle

My anxiety ramped so high in July 2019 that at times I even contemplated walking away and leaving my degree program entirely. But the awareness that such a move would haunt me for the rest of my life helped me grit my teeth and stare this work in the face. By mid-month, I was making daily progress on the thesis, and by early August, it became my primary activity.

Weeks later, with the deadline looking like a dragon from Hades, I stopped caring about leaving the house, annoying friends, or neglecting my family. I stopped cleaning bathrooms, mowing the lawn, or working out. I had finally gotten to the point where nothing else mattered. I had to finish.

And finish I did — thanks be to God. After submitting two previous drafts of the thesis, I retyped all sixty pages, combing through it carefully for grammar issues or citation problems. It appeared to be in good shape.

When I got the email confirmation from my advisor that my work had been accepted, I cried tears of relief. This thesis had taken me to a dark place, and it wasn’t a fun ride. I had sacrificed another summer for it, and I was back in the classroom.

But the work was over. My goal was achieved. I was finally victorious.

Lessons Learned and Advice to Other Graduate Students

As I look back on my MEdL program, I really have few complaints. I thoroughly enjoyed the summer classes taken at VIU’s beautiful Nanaimo campus. I enjoyed the course readings. I even gained satisfaction from the papers written throughout the first year of the program. Best of all, I can say that I experienced significant growth that has altered my personal perspectives and professional trajectory. In both respects, Carol Dweck’s Mindset was a huge factor.

It’s pretty clear that my thesis work is where things really went awry on my journey to a MEdL degree. If I were to do it all again, here is what I would do differently on my thesis.

How to Master Your Master’s Thesis

1. Engage with the literature early and often.

A thoughtful and comprehensive thesis study begins at a point of familiarity with the relevant academic literature. You must become something of an expert in the field, because you must have a sense of the work that has already been done and the arguments that have already been made before you can write with any authority. To avoid the literature review is to hobble the entire process, which is precisely what I did through the K-12 school year of 2018–2019.

If I could do things all over again, I would aim to read a minimum of three journal articles a week, making light notes on each. If I had done so at the outset of my thesis work in August 2018, I would have completed thoughtful reviews on over 100 articles and become something of an authority in my space long before summer even started. That would have been a game-changer for me in terms of comfort and confidence before starting to write in earnest. It’s the tortoise and the hare all over again.

2. Establish accountability.

My thesis work finally started to gain slow momentum when I arranged weekly phone calls with my advising professor. Those Wednesday morning phone calls were scheduled ahead of time, and my pride compelled me to make at least some kind of progress each week between calls. If it’s not your advising professor, hire a local or virtual coach (not a loved one — that doesn’t work) to check in with each week. Don’t let yourself wander too long in the dreamland of denial and procrastination, or months can go by with zero progress made. And that can spell disaster.

3. Set micro goals and write them out.

We all know that large goals must be broken into manageable chunks, but for the first ten months of my thesis work, I wasn’t really doing that. As a result, the sheer magnitude of the job in front of me filled me with paralyzing dread. If I took on another thesis, I would be meticulous about setting achievable weekly goals — and writing them out. There’s something about actually putting goals to paper (even if virtual) that makes it a little harder for denial and bargaining to creep into the picture.

4. Keep a progress journal.

There was something tremendously encouraging about keeping a progress journal. Mine was simply a Doc in which I recorded every single bit of progress. Added a paragraph? I recorded it. Reviewed an article? Recorded. Corresponded with a relevant authority on LinkedIn? Noted that, too. As I added more items to my list for the day — however small — I felt like I was winning, like I was building just a speck of momentum. Like maybe, just maybe, I could do this thing. And that hope was critical.

Here’s a sample from my progress journal. Most recent entries appear at the top.

A sample from my thesis progress journal

5. Connect with experts in your field.

My literature review became more exciting and interesting when I started reaching out to some of the authors of the journal articles I was reading. We connected on Twitter. We messaged on LinkedIn. We chatted at length on Zoom. Building loose relationships with academic leaders in my space and learning the scope and purpose of their work added further relevance to my own learning.

6. Remember your WHY.

Why are you working on your thesis to begin with? Write down your answer. Read it aloud. Say it to others. Rehearse it often, because your why can power you through every bit of adversity you face. Without a clear why, you’re far more likely to avoid, procrastinate, or give up on the journey entirely.

In Conclusion

Wherever you are in your own thesis journey, I wish you well. I hope that in some small ways my story — and the strategies I suggest here — will encourage you along the journey.

It won’t ever be easy. But it can be rewarding. And it will be worth it.

Education Blog Reviews: Livia Chan, Rachelle Dene Poth, and More

In this unique episode, education bloggers and writers were invited to share their blogs for a free and LIVE review. Many responded – so much so that it will take an additional one or two shows to finish this round of reviews. The collaborative learning was rich as host Tim Cavey analyzed 12 different education blogs for content, design, navigation, stickiness, and the About Page.

  • Content: What does your site offer?
  • Design: Is the site appealing and easily accessible?
  • Navigation: Is it easy to get around?
  • Stickiness: Is it easy to subscribe, connect, and follow?
  • The About Page: Does it properly represent the creator in Google-friendly language?

Blogs Featured in This Show

  • 1:13​ – EduCalc Learning by Nora Wall
  • 7:20​ – Chromebook Classroom by John Sowash
  • 13:57​ – Mike Washburn by Mike Washburn
  • 20:50​ – Diving Deep EDU by Matthew Downing
  • 28:58​ – Learning as I Go by Rachelle Dene Poth
  • 34:51​ – Livia Chan by Livia Chan
  • 41:01​ – Authenticity in EDU by Karen Caswell
  • 48:28​ – Nicole Biscotti by Nicole Biscotti
  • 54:55​ – Saved by the Beldin by Allie Beldin
  • 1:05:08​ – RockNTheBoat by Laura Ingalls Steinbrink
  • 1:12:43​ – He Gave Me A Melody by Melody McAllister
  • 1:18:24​ – Grow Creative Thinkers by Jason Blair

Catch the Next Teachers on Fire Roundtable LIVE

As of this post, I’m still appearing weekly on YouTubeFacebookTwitterLinkedIn, and Twitch at 8:00 a.m. Pacific Time/11:00 a.m. Eastern Time. I’d love to see you join us and would be happy to feature your questions and comments on the show!

Connect with the Teachers on Fire Podcast on Social Media

Subscribe to the Teachers on Fire Podcast on Your Mobile Device

Success! You're on the list.