Grappling with Resistance to Assessment Change in Schools

During the first Assessment Leadership lecture, different types of teachers’ resistance to needful assessment change were discussed, and this prompted me to reflect on the types of resistance I myself have faced. Many would usually choose to phrase their concerns in a more diplomatic manner, so diplomatic in fact that they almost downplay how genuinely concerned they are. These speakers are anonymously “chosen” by their peers to put forth their shared concerns and they would usually be the ones who hold a great deal of influence in the team. 

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• The other form of resistance is not verbalised. Rather it is shown through the actions or non-actions of team members when they display a lack of motivation or commitment to the project, choosing to do the bare minimum.  The last form of resistance is no resistance at all but will still have dire results. A few teachers are resigned to their role as the ever-agreeable team player, putting aside any concerns they might have because they feel powerless to do anything else. However, as a leader, if I am constantly surrounded by people who do not question or clarify the processes, I might make the mistake of assuming that everything is going well and not reflect on any gaps which I might have missed out on. These teachers will also inevitably suffer from burnout and slowly develop resentful feelings towards the leadership team and the school. 

So what have I now better understood about resistance? Resistance does not occur because our teachers are “lazy” or cannot be bothered. It can be dangerous to make these assumptions about our teachers because we will most likely respond by pushing our agenda or programmes even harder without any thought about the very real and perhaps unspoken doubts they have as individuals or as a community.  

So what’s next for me? 

I will dedicate more time to understanding the type of resistance I am facing because I want to move forward with a team who: 

• – works towards a shared and understood goal 

• – believes that what they have to say matters and that they are empowered 

How can I do this? 

I need to commit to engaging in more regular communication with my team members on a wider breadth and depth. I will need to provide them with a safe environment to speak their mind and also prepare myself to accept that their criticisms are not of me but of the idea. It is about the idea and not me. (I foresee repeating this mantra often as a gentle reminder to myself.)   

• Epistemic resistance 

I will address the possible epistemic resistance by starting assessment reviews not by telling them what the changes will be but by gaining their responses/feedback about the existing assessment process in question. 

• What is your understanding of the assessment intent of this process? What are we trying to assess? 

• Do you feel these learning outcomes are important/meaningful? (Especially in relation to SEL competencies) 

• Do you find this assessment tool to be fair and true to assessment intent? 

• Does this assessment tool help students to make progress in their learning? 

• Procedural Resistance 

In terms of procedural resistance, I am aware that every process has its limitations and that there are certain non-negotiable factors. I am also aware that I tend to narrow down these limitations even further when engaging the teachers. I have compiled my own ideas into a smaller box and misunderstood the teachers being able to choose from those ideas as the “freedom to explore their options”.  

I do feel that this might be my greatest challenge to overcome. I am a worker driven by efficiency and oftentimes, I strive to save everyone’s limited time by simply presenting them with a list of options. Having spent all these weeks in MLS though, I have learnt to slow down and gained more confidence in my resolution to do the following: 

• I will be a better listener! Share with me your ideas, thoughts and concerns! 

• I will not take criticism of my ideas personally! It is about the idea and not me! 

• I will communicate more! Let’s keep one another updated on our progress! 

• I will take the time to review plans and processes and make more thoughtful decisions. 

My resolve will most likely be tested when I return to school and in doing so, my default settings of doing things the fastest and easiest (convenient vs effective) might fight to take over. 

• Pragmatic Resistance 

So this brings me to the next type of resistance I will be looking out for which is pragmatic resistance. As I have mentioned before, I will continue to be practical and this includes making sure that the processes put in place are sustainable and make sense for all involved. This is where my critical eye will need to work harder.  

• Are there areas I can streamline? 

• Is this learning intent possibly being assessed elsewhere? 

• Is time given to the teachers to not only carry out the assessment but to also follow up on giving the necessary

• feedback? 

The Covid-19 experience has taught us that many programmes and processes that we used to think to be necessary were removed with little to no negative effect. We better understood how things can be simplified (effort vs yield). My teachers are important to me and so is their well-being.   

When I return to school and work with my team members to review the assessment process of the students’ learning dispositions, I will look back on these points as I face resistance and learn to be more aware of perhaps what their unspoken doubts might be.