Assessment - Post 1
Assessment is something that needs to be done in order for students, parents, and teachers to see the progress of learning, and what areas need work. Students can see their strengths and weaknesses from assessment and focus on them to improve. When I was growing up and attending public elementary schools, I remember that the assessment's focus was on marks, scores and grades of tests, assignments, and projects. I can see now that the emphasis was more about judgements and comparisons, not on learning. However, I always liked seeing the teachers' feedback and marks to help motivate me to do better or to see that I was on the right track. It allowed my parents to see my status and helped me come up with strategies to use.
Taken in class from group work. Growing Success, Chapter 1.
Today, assessment is a better tool that includes diagnostic and formative feedback during instruction to improve learning. It focuses on learning, teaching, and outcomes. I think it is important because assessment identifies the strengths and weaknesses for students, parents, and teachers to see the progress of learning. Students can visualize what they need to focus on and teachers can use the information to adjust the instruction appropriately and to include feedback. Assessment is a triangular process by which the a teacher collects evidence: through observation, conversation between the student and teacher, and reviewing the student's work product. It can also be gathered in many ways and at different times to be valid. I like how assessment has changed and is more inclusive, fair, and transparent. It does not rank students or compare students to each other. Instead, the focus is assessing student's own performance and knowledge relative to the curriculum expectations. I look forward to having a good assessment plan for my students.
http://jphotostyle.com/handwriting/a/assessment.html
This week we are exploring the policies and practices described in Growing Success (2010) and Growing Success – The Kindergarten Addendum (2016), Ontario Ministry of Education documents. In particular, I will blog about how Growing Success' policies impact my beliefs about assessment. Obviously, it is a very important resource that discusses assessment, evaluation, policies and guidelines that need to be followed by pre-service and in-service teachers. This document is communicated to students and parents at the beginning of the school year and throughout the year when necessary.
Whytock, Ken. (March 31, 2016). Educational Postcard: "I would argue that the Growing Success
document...is the most innovative document we've ever had, in many ways." [Online image]
Retrieved from https://www.flickr.com/photos/7815007@N07/26131233966
Personally, I understand the need to update, consolidate and co-ordinate the document to achieve fairness, transparency, equity and consistency across Ontario's schools to promote successful learning for all students. Education is evolving and so is assessment for the 21st century. This reformed document helps me to see the "Big Ideas" of assessment compared to my first blog's old story experience of this learning tool.
Assessment's primary purpose is to improve student learning. As a pre-service teacher, I realize that I must make sure that assessment benefits all students and its practices are more effective and efficient. In the last five weeks, I feel that I have a much better grasp and understanding of what assessment is, especially its three approaches; assessment for/as/of learning. Assessment serves different purposes at different times.
Assessment for learning (AfL); Designed primarily to promote learning, and includes both diagnostic and formative assessment. Educators can decide where the student is and where they need to go and provide descriptive feedback. Anecdotal notes, first tries, and practice assignments are examples of AfL.
Assessment as learning (AaL); Focuses on self-assessment skills and metacognition of the student so that he/she can set personal goals and reflect on their own learning. Examples of AaL include; journals, self- assessment checklists, and rubrics. Students use the feedback from teachers and peers to determine their next steps based on this information.
Both assessment for and as are ongoing and are tied to learning outcomes.
Assessment of learning (AoL); Includes all summative assessment by the teacher. Its purpose is to determine a students achievement in relation to an established standard and to provide information to parents and the student. AfL mainly determines the student's achievement at a given point. Most often, this process occurs at the end of a unit or the year. Quizzes, portfolios, and writing samples marked using rubrics are just a few examples.
In order for assessment to be fully effective, it takes a group effort from the teachers, students, and parents. For me, it means knowing the different characteristics and putting it all together when planning my lessons. Practical assessment comprises of all three interconnecting approaches that enhances student learning and promotes learning for all. This is how the Growing Success document has impacted me. It provides clarification to assess students through their knowledge, understanding, communication and application in a variety of ways to meet the needs of ALL. This includes students with IEPs, ELLs, and ESLs. I must incorporate and model its policies and be aware of the "Big Ideas" of assessment to create a new story.
Assessment - Post 2
The Impact of Growing Success
This week we are exploring the policies and practices described in Growing Success (2010) and Growing Success – The Kindergarten Addendum (2016), Ontario Ministry of Education documents. In particular, I will blog about how Growing Success' policies impact my beliefs about assessment. Obviously, it is a very important resource that discusses assessment, evaluation, policies and guidelines that need to be followed by pre-service and in-service teachers. This document is communicated to students and parents at the beginning of the school year and throughout the year when necessary.
document...is the most innovative document we've ever had, in many ways." [Online image]
Retrieved from https://www.flickr.com/photos/7815007@N07/26131233966
Personally, I understand the need to update, consolidate and co-ordinate the document to achieve fairness, transparency, equity and consistency across Ontario's schools to promote successful learning for all students. Education is evolving and so is assessment for the 21st century. This reformed document helps me to see the "Big Ideas" of assessment compared to my first blog's old story experience of this learning tool.
Assessment's primary purpose is to improve student learning. As a pre-service teacher, I realize that I must make sure that assessment benefits all students and its practices are more effective and efficient. In the last five weeks, I feel that I have a much better grasp and understanding of what assessment is, especially its three approaches; assessment for/as/of learning. Assessment serves different purposes at different times.
Assessment for learning (AfL); Designed primarily to promote learning, and includes both diagnostic and formative assessment. Educators can decide where the student is and where they need to go and provide descriptive feedback. Anecdotal notes, first tries, and practice assignments are examples of AfL.
Assessment as learning (AaL); Focuses on self-assessment skills and metacognition of the student so that he/she can set personal goals and reflect on their own learning. Examples of AaL include; journals, self- assessment checklists, and rubrics. Students use the feedback from teachers and peers to determine their next steps based on this information.
Both assessment for and as are ongoing and are tied to learning outcomes.
Assessment of learning (AoL); Includes all summative assessment by the teacher. Its purpose is to determine a students achievement in relation to an established standard and to provide information to parents and the student. AfL mainly determines the student's achievement at a given point. Most often, this process occurs at the end of a unit or the year. Quizzes, portfolios, and writing samples marked using rubrics are just a few examples.
In order for assessment to be fully effective, it takes a group effort from the teachers, students, and parents. For me, it means knowing the different characteristics and putting it all together when planning my lessons. Practical assessment comprises of all three interconnecting approaches that enhances student learning and promotes learning for all. This is how the Growing Success document has impacted me. It provides clarification to assess students through their knowledge, understanding, communication and application in a variety of ways to meet the needs of ALL. This includes students with IEPs, ELLs, and ESLs. I must incorporate and model its policies and be aware of the "Big Ideas" of assessment to create a new story.
AER Strategy Form
& Instructional Planning Part 2
& Instructional Planning Part 2
Thanks Matt,
ReplyDeleteYou have given a very good summary of key principles of assessment as well as your own rather old story experience. I look forward to talking more about assessment for learning next week. Love the photo above. Thanks for sharing your site with me.
Donna