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develop their independent selves, and create learners who are able to monitor
their own progress and determine their next steps to further their learning and
progress. The student’s role is to provide their peers with feedback that is
set future goals and evaluate themselves. This type of assessment is not
assigned a grade.
timely descriptive feedback that describes what they did well, what they could
work on for next time and next steps for further achievement. There are two ways
before any type of teaching begins in order to assess where students are at and
occurs frequently within the class during teaching so teachers can see what
knowledge the students are understanding and the skills they are acquiring. The
student role in this type of assessment is to understand the feedback from the
teacher and create a plan in order to achieve the next steps outlined to further
Examples: low floor high ceiling tasks to see what students are capable of, two
stars and a wish feedback, post-it note activity, four corners, class discussions,
etc.
and it occurs at the end of a period of learning (i.e. a unit, strand, course). The
teacher’s role in this type of assessment is to provide the students with rich
within the curriculum (the student should know exactly why they got the mark
they got). The role of the student in this type of assessment is to take the next
steps within the feedback to improve their own learning. Students who require
function in a circular path (figure below). The double-ended arrows represent the
and this may be accomplished by using assessment for learning strategies. The
teacher can then provide the students with descriptive feedback so that the
student knows what they need to improve upon. Once the teacher knows the
level of their students they may proceed with instruction. Through instruction this
is where assessment as learning come in, the teacher can use strategies to
assess the understanding of students while they are learning. The teacher will
provide the student with feedback, and proceed with instruction. At this point the
students should have received a lot of descriptive feedback and by the end of a
where the students may demonstrate all that they have learned throughout the
period of learning, and teachers will provide each student with more feedback.
and their voice matter, praising them for what they do well, scaffolding next steps
that are manageable and attainable, and participating in learning with them
the teacher, have a growth mindset and that we are all works in progress. The
achievement.
teachers and parents. For students, assessment is important because they get
the opportunity to demonstrate what they know, their learning and their progress
in learning, they get the chance to learn from their mistakes, take risks and make
allows teachers to see where their students are at in their learning. It shows
teachers where they may need to spend more time, where students are
struggling and reasons why, as well as moving forward with a topic that your
the parent exactly where their child is in terms of the curriculum expectations,
what they did well and steps for further development. This shows parents that
their child is more than just a numerical grade and a student that the teacher
Assessment as learning:
This would be a checklist for student use. This would be used to check their work
prior to handing in an assignment. If they check not met, they are able to make
the necessary improvements themselves. This type of checklist can be used in a
variety of disciplines. This is an assessment as learning tool, because students
are able to learn what the necessary criteria are, and make changes to their own
work if they have not met it. This is useful for me as a teacher because it teaches
the students the expectations of the assignment, ensures that important pieces
are not missing and so the student will get full marks and receive descriptive
feedback, and it will encourage students to double check their own work and pay
attention to rubrics in the future.
I did this activity while taking up homework during my practicum. I used this
during a unit that the students found particularly challenging. The students would
shout out problems they had issues with. I would take them up step by step and
would also offer any students who would like to show their solution in a different
way to come up and teach the class. The students would compare their solutions
with mine (or their peers) and talk to the text, so they would assess themselves in
terms of what they did, where they might have gone wrong and continue their
learning that way. In many cases a rule was forgotten, so they would ask
themselves how they could remember that rule, and they would formulate ways
to make sure that they did not make similar mistakes again. They also had the
opportunity to communicate with their peers. This is an assessment as learning
tool, because the students did this while they were still learning the material and
they reflected on their learning within the particular problems. This is useful for
me as a teacher because it gives students the opportunity to learn from their
mistakes. If a student can learn from their own mistakes instead of a teacher
telling them what to do they are more likely to remember because they had to do
it independently.
3. Assessment chart
This is an assessment chart. I would outline the learning goal for the particular
unit in student friendly language prior to the lesson and this chart would go in
front of each new unit. After the lesson we would review what we have learned by
co-developing success criteria. I would also create an anchor chart with the
learning goals and success criteria for reference during our unit together. This is
an assessment as learning tool because it allows students to reflect on their
learning throughout each section of the unit. This is a helpful tool for me because
it effectively wraps up each lesson. I am also able to collect them at the end of a
concept/unit and see where the students are in terms of their understanding. I
can also walk around while we are filling this out and make adjustments to my
teaching speed and delivery to suit student needs. If I notice any consistencies
with students I could have individual meetings with the students to see what they
need from me in order to understand.
Assessment for learning:
This is a tool for peer and self-assessment. The teacher will prepare a half cut
piece of paper that will look like below. There are two spots for a ‘star’ this is
where the student will record two things that was done well and there is a spot for
a ‘wish’ this is where they will record something that could have been improved
upon. This is an assessment for learning, because it shows whoever is receiving
the feedback what they did well and steps to improve for next time. Their learning
is an ongoing process and this feedback will provide them with areas that they
could improve in order to do better. They will learn about their work through this
assessment tool. This is useful for me as a teacher because it shows the student
who receives the feedback things that they did well from their teacher as well as
their peers as well as identifying next steps for improvement. In school students
are concerned with what their peers think of them and their work, so this is a
great tool to use to compliment students and boost positivity in the classroom.
There should be a disclaimer prior to using this tool with a class discussing that
bullying and hurtful comments are not tolerated.
3. Post-It Notes
This activity allows students to reflect on their learning and think about the
answer to the questions recorded on the image below. I would have areas
designated on the board for each student to post their post-it notes. Students
would have the opportunity not to share if they did not want to, but this activity is
confidential because everyone would have the same colour sticky notes. This is
an assessment for learning tool because it demonstrates to me where the
students are in the lesson/unit/class. This is useful to me as a teacher because I
am able to assess my students learning, see what they are doing well and what
they are not doing well. With this information I can change my lessons, adjust my
instruction techniques as well as speed of the lesson. The post-it note that asks
“What can my teacher do to help me?” will particularly help me connect to my
students.
Assessment of learning:
1. Test
This evaluates a students understanding and knowledge of the concepts that are
being tested. This is an assessment of learning tool, because students are
demonstrating what they know of the current unit. This is useful as a teacher
because you can see if the students have demonstrated proficiency in the
expectations, and depending on the results you may decide to go back and focus
on a particular area.
2. Summative assignment in trigonometry
This assignment was used with my grade ten applied class. This was an
evaluation based on their understanding of finding the unknown side of a triangle.
This is an assessment of learning tool because it was assigned at the end of a
major topic that we covered in trigonometry and it was assessing the students
overall understanding. This is useful to me as a teacher as it allows me to see if
my students have achieved the overall learning expectations of that particular
area.
Read through this entire booklet before starting so that you know what is
expected.
You will be assigned an object in the gym. You may work together to help each
other and discuss your strategy, but each person will be doing their own work
and handing in their own booklet.
You will not share what the object is with Ms. Tucker or Ms. Ross, keep it top
secret! We are going to interpret your findings and guess what your object is
based on your calculations!
Do not write what your object is on page 2! Page 2 is where you will show your
full solution first so that Ms. Tucker and Ms. Ross can make their guess on your
object.
This entire workbook will be marked so it is important that you fill in all of the
spaces (on every page).
Part 2: Creativity!
There is a rubric attached to the end of this assignment for part 1 and part 2.
Written Solution:
Show all of your work. How high up is your object? Round to the nearest tenth
of a unit.
Activity Guide:
What data are you finding? What can you measure directly?
Draw a labeled diagram including any information you already know or have
found.
This is a culminating activity for the grade ten applied course that my associate
teacher and I co-designed. This activity requires the students to create summary
sheets for every major topic discuss thus far in the course as well as a final
project that incorporates mathematics into their everyday lives. This is an
assessment of learning tool because the students are assessed on their entire
learning of the course. This is useful to me as a teacher because the first part of
the culminating has the students create summary sheets, these can be used by
the students for their final exam, it is also useful to me because it allows the
students to tie their lives into the curriculum and make meaning out of the
content.