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17 Cards in this Set
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Assessment of Learning Pre-assessment |
Assessment of learning I’m really busy at the beginning of a unit developing the pre-assessment so I can make instructional planning and decisions. I think about the knowledge understanding and the skills that the students need to know in the unit and think about what questions to sample. Then formulate the pre-assessment. I keep it varied like a KWL chart, observation, conversations, interviews, quiz, interest or self rating scale, response cards and so forth. |
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For Example |
For example when I did the expectation time with my grade 3/4 I gave them a large sheet of paper and told in the circle provided draw a clock indicating 5:00 p.m. Also I told them flip the paper around and explain what you know about clocks and time. This allowed me to focus on understanding and prior knowledge. This pre-assessment indicated student’s readiness.
After I analyze and interpret the data it helps me to make informed decisions. It helps me to understand which students lack the prerequisite knowledge, understanding or skill and it became apparently clear that some students were confused with the long hand and short hand. Some students provided a lot of meaningful information about clocks, while half the class did not |
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Assessment for learning is also pre-assessing student's readiness which serves 2 functions |
1) gives me an idea of student’s prerequisite knowledge related to content
2) it then allows me to target instruction for information to be learned
For example If i want to find out what my students know about geometrical shapes I’m going to give them a pre-assessment on finding the perimeter of a polygon. I’m not concerned of student’s finding the answer rather, of how they applied their knowledge to solve the problem. For me this targets knowledge of vocabulary (perimeter and polygon) their understanding ( how these concepts work together)and figuring out the answer by explaining their thinking process
The goal is to gather data regarding the student’s knowledge and measure their current level of understanding |
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So for example |
if I want to assess where students are in the writing process in sequence including steps like brainstorming, prewriting, writing, editing, and publishing. I will get them to do a pre-assessment in their journal about how to go about creating a story. It also gives me insight to how they are as writers, sentence structure, grammar and punctuation…the insights are invaluable |
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Also in this stage assessment for learning |
I relay curriculum expectations and co-develop the learning goals and success criteria |
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Break. Breathe |
Break. Breathe |
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Assessment as learning |
In assessment as learning I spend a lot of time sifting through data with different assessment tools I’ve used like checklists, rubrics, anecdotal notes,quizzes, assignments, formal and informal observations and so forth. the primary goal for assessment is continuously gathering data to improve instruction for student learning. |
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Example for Grade 3 Formative Assessment |
Big Idea, how can your writing help people make up their minds.
Principles students need to know vocabulary, topic sentence supporting details, concluding statement, persuasive paragraph,
understand and skills to pick up like organizing a paragraph, identifying components of a persuasive paragraph. We spoke about the word persuasion, read excerpts from the net, highlighted elements of persuasive writing, and discussed it with the class.
Group the students so they can talk about the paragraph using the vocabulary of PW. Students were given opportunities to share their perspective, so their opinion in order to persuade other people of their viewpoints.
The third class in gave them an assessment just to figure out if the students understood PW. They read a piece and identified the issue And use the parts of a persuasive paragraph to help someone know what your POV is about your decision and why.
The questions put forth was the school feels we should all be wearing uniforms. After i assessed them it appeared that students fell in one of 2 groups. Those who understood PW and those who didn’t.
The group that understood continued developing KUD’s in the PW. The other group andI went over vocabulary topic sentence, supporting sentences, details, concluding sentences.
I gave them a model paragraph and gave them high lighters and together we highlighted with different color highlighters topic sentence, supporting sentences, details, body and concluding sentences. I setup stations and students worked together to organize and put in correct order a jumbled paragraph. Afterward, they met with me to see if their paragraph was in the right order
I then gave them an activity to use and I gave students a graphic organizer to guide their thinking
Should the school have junk food vending machines? Should students trade their Bay-blades in class? What makes a better pet a dog, a cat or a fish?
After I assessed the paragraphs I held conferences with the students. More students were on track and a few still need individual support and the students grew as writers
I normally scaffold learning for students using Gradual release of responsibility by demonstrating the skill during instruction, move to guided instruction and support, have students share the responsibility of assessing their own work and then gradually releasing responsibility by providing opportunities for students to assess their own working independently and all of this is based on student’s readiness
I gave all students a checklist for PW, I gave them graphic organizers, entry cards, exit cards, homework, held conferences, students would check in—so I made sure that all students were on track I met with a very small group to reteach, clarify student thinking. I differentiated homework to allow students to focus on their particular next steps in PW |
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How do I know my students are learning in any given unit of study |
design tasks that provide students with a variety of ways to demonstrate their learning; observing students as they perform tasks; Small-group conversations that encourage students to articulate what they are thinking and further develop their thinking. providing timely, descriptive, feedback, and next steps which are always connected to the learning goals
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And student role is emphasized in Assessment as Learning |
And roles for students are emphasized by me through the unit. I explain to students that they need to have good learning goals, self monitor their work so they work towards independence and we’ll do self or peer assessment using
Learning skill and work habits. During the assessment as learning I offer time to students so they can reflect on how their doing with self regulation, contributing to collaboration, handing organizing, taking responsibility for their work, seizing moments so they can use initiative and working towards independence to be autonomous learners |
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what am I going to do with the information I get from assessment to move everyone forward in knowledge, skill and understanding |
By answering what’s next I look at the sequence of learning based on knowledge, understanding and skill and locate where the student is based on that sequence and then forecast if I’m pushing the student forward
For example if my students can’t pass or receive a ball why would put them in a game? What can I do to make use of their time while most students are practicing other skills? If student don’t know something about X what can I do to prepare them for Y |
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Evidence of Student Learning |
Conversations: conferences, notes,journals, blogs, student feedback, portfolio
Observations: running records, books read,observation checklist, anecdotal notes, presentations, speaking, problem solving, group skills
Products: performance tasks, assignments, tests, projects, checklists |
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Break. Breathe |
Break. Breathe |
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Assessment of Learning |
In assessment of learning, the culminating task always reflects the knowledge,understanding, concepts, principles and skills that were learned in the unit and it’s perfectly aligned with the learning goals and success criteria. And it’s considering the level of differentiation and the varying proficiency they have with the unit’s concepts and principles. So we would develop a rubric and I would give them choice on the final product. Giving choice is pandering to their interest and that always motivates students to succeed. |
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So for example |
with my grade 7/8’s for Data Management and Probability they had to design a game based on a criteria, so some student’s went about it … they got into collaborative groups ranging in ability and they created their games based on their interests. So some of the games had aspects cars, technology, mediaeval strategic game, a space game covering the planets and under water game. My whole point is we give students choice to create the final product transferring the knowledge, the big ideas, concepts, principles and skills that they painstakingly honed and practiced in the unit |
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Another example would be ... |
For grade 6 Health, I gave them an assignment and I proposed a healthy diet for three people using all food groups based on individual lifestyle and health needs and they had to defend their choices using the unit’s key principles and how specific information about the role of each food plays in health. It was interesting to see how student’s developed charts, recommendations,explanations, some developed personalized diet notebooks for the individuals,some did role play conversations on paper so designed bar graphs while others used a weekly calendar to describe food groups and food choices for individuals—the way they structured their assignments was completely different but it was evaluated on the same learning goals |
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Exit cards |
provides evidence of knowledge gained and knowledge gaps. will provide important information about the next days instruction. provide information about their understanding.
One important thing I learned today was... One thing I would like to know more about is... |
