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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

Instruction, Feedback and Assessment

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

9 Artifacts of Assessment

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.

Met

My graph includes a title

My graph axes (x and y) are both labeled and include the correct

units used

I used a rule to connect my data points

I included a line of best fit

The intervals on my y-axis are constant

The intervals on my x-axis are constant

I have extended my lines if necessary (i.e. the context)

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.

Learning Success How well do How did you do on Reflections

Goal Criteria you assessments/homework? and Next

understand Justify. Steps

this

concept?

Assessment for learning:

practicum as an introduction to grade nine surface area and volume. This is a low

floor, high ceiling task so it allows all students an entrance point. This is an

assessment for learning tool, because it acts as a diagnostic for me to see the

level of my students within this strand of the curriculum. This is useful for me as a

teacher, because it shows me where my students are in their understanding of

surface area and volume as well as where I might need to start in the unit, as well

as where I should focus the attention of the unit.

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.

(really tall) object and find the height of a given object in the gym

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!

to use what you have learned so far in trigonometry to find an unknown side

length. You may choose any creative way to present your findings (e.g. a video,

comic strip, a song, a poem, a PowerPoint, an instruction manual, a Bristol

board, a skit, anything creative!)

- What the problem is, and what you are finding

- Your strategy for finding the height of an inaccessible object

- What you are going to use to figure out your unknown information

- Go through all of the steps to explain to someone who doesn’t know

how to do this (pretend that you are teaching someone who has no

knowledge in trigonometry)

- BE CREATIVE‼‼

- Do not solve the problem!

FOR MONDAY’S CLASS

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.

Level

Thinking/ Interpreting the problem

Inquiry correctly

Drawing the diagram

correctly through scope of

problem

Follow through of your

chosen strategy is

accurate

Knowledge/ Labeling of the diagram

Understanding was accurate (using

given/required information

as well as SOHCAHTOA)

Thorough understanding of

carrying the angle with the

trigonometric ratio (travel

as a pair, one does

nothing without the other)

Thorough understanding of

solving equations for an

unknown variable

(following order of

operations)

Proper use of units/uniform

throughout

Application The strategy to follow is

clear, thorough and

complete

Applies knowledge of

trigonometry to a real-life

problem with a high

degree of effectiveness

Communicatio Organization of

n mathematical ideas is

expressed clearly and

logically throughout the

entirety of the assignment

Clear understanding of the

purpose of the activity and

ends the assignment with

a concluding statement

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.

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