Understanding Exploring Key Inquiry
Assessment Strategies
Understanding The Various Types of Assessment
& Their Connection to The 7 Fundamental Principles of "Growing Success"
As Well As Evaluation & Reporting Policy:
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"FOR Learning"(DIAGNOSTIC)"AS Learning"(FORMATIVE) "OF Learning" (SUMMATIVE)
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"FOR"/ AS Learning
WHAT IS ASSESSMENT FOR LEARNING?
The easiest way for me to think of assessment "for" learning is to break it down into 3 major efforts:
1) Gathering of information about your learners "know thy learner!"
2) Analysing and interpreting information -Teacher learning.
3) Using that information to inform your teaching and to help your learners learn for themselves - Applying knowledge to practice.
The easiest way for me to think of assessment "for" learning is to break it down into 3 major efforts:
1) Gathering of information about your learners "know thy learner!"
2) Analysing and interpreting information -Teacher learning.
3) Using that information to inform your teaching and to help your learners learn for themselves - Applying knowledge to practice.
![Picture](/uploads/3/9/9/4/39945175/6128974_orig.jpg)
Teachers need to know at the outset of a unit of study where their students are in terms of their learning and then continually check on how they are progressing through strengthening the feedback they get from their learners. Students are guided on what they are expected to learn and what quality work looks like. The teacher will work with the student to understand and identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher and student work together to assess the student’s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point (formative assessment). Assessment for learning occurs at all stages of the learning process!
Initial or "Diagnostic" assessment - is assessment "for", and is Diagnostic. Diagnostic/ Formative Assessment (as) often need to overlap. Students move back and forth between the initial stages of learning (this is something I noticed in class while beginning to develop success criteria). Diagnostic assessment most predominantly takes place at the beginning of assessment stages. However, it is not unlikely that as teachers we flip back to the Diagnostic stage of assessment throughout the learning process in order to support "as learning". Example - it is valuable to collect more samples of diagnostic assessment amidst of after the "as learning" stage in order to support that "as" learning. Ultimately Diagnostic Assessment is extremely valuable in providing teachers as well as students with an idea of what information is understood ("know thy student"). As teachers, once we know what the students understands we can work to adjust our scaffolding - based on the identified/ fluid - "Zone of Proximal Development" that a child holds/ established - which will greater support their learning.
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Initial or "Diagnostic" assessment - is assessment "for", and is Diagnostic. Diagnostic/ Formative Assessment (as) often need to overlap. Students move back and forth between the initial stages of learning (this is something I noticed in class while beginning to develop success criteria). Diagnostic assessment most predominantly takes place at the beginning of assessment stages. However, it is not unlikely that as teachers we flip back to the Diagnostic stage of assessment throughout the learning process in order to support "as learning". Example - it is valuable to collect more samples of diagnostic assessment amidst of after the "as learning" stage in order to support that "as" learning. Ultimately Diagnostic Assessment is extremely valuable in providing teachers as well as students with an idea of what information is understood ("know thy student"). As teachers, once we know what the students understands we can work to adjust our scaffolding - based on the identified/ fluid - "Zone of Proximal Development" that a child holds/ established - which will greater support their learning.
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Assessment "Of" - Sample of Student Work - "Do You Remember:"
Above Is an Example of an assessment "OF" - It is a students completion of the "Do You Remember" section of their math chapter. The students success on these questions, allow me to gage where the student is at, and what I need to focus on more. It helps me define their zone of proximal development - and working gaps.
THE WORKING GAP:
Initially I found it quite difficult to distinguish between of/ as learning - I wondered if you ever could. It wasn't until I began to think of formative feedback as an extension of "OF" learning did I understand the relationship/ differences between the two. In order to find this distinction I wondered tirelessly of the relationship between the two, I didn't come across any conclusions until I focused on understanding the gathering of information about the students working gap - as a prelude/ vital component related to formative assessment.
My role as a teacher then becomes not to close this gap - but rather to support them to close the gap for themselves through their own efforts using techniques that work for them ("AS" learning) - "mediation" or "scaffolding". In order to achieve this we must push some of the responsibility for their learning over to the learners themselves * However, we can not even begin this process of release until we have made an effort to "know thy learner"(Assessment FOR).
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Initially I found it quite difficult to distinguish between of/ as learning - I wondered if you ever could. It wasn't until I began to think of formative feedback as an extension of "OF" learning did I understand the relationship/ differences between the two. In order to find this distinction I wondered tirelessly of the relationship between the two, I didn't come across any conclusions until I focused on understanding the gathering of information about the students working gap - as a prelude/ vital component related to formative assessment.
My role as a teacher then becomes not to close this gap - but rather to support them to close the gap for themselves through their own efforts using techniques that work for them ("AS" learning) - "mediation" or "scaffolding". In order to achieve this we must push some of the responsibility for their learning over to the learners themselves * However, we can not even begin this process of release until we have made an effort to "know thy learner"(Assessment FOR).
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Taking What You Know - What They Know & Applying It To Practice : Involving Students In Their Learning/Evaluation: Students/Teachers As Architects.
EXAMPLE OF STUDENT WORK: STUDENT/TEACHER -CO-CONSTRUCTED VISUAL ART ASSIGNMENT-LEARNING GOALS-SUCCESS CRITERIA- AND RUBRIC:
As a class last week - we built a rubric, developed success criteria & to be honest - constructed our next Visual Art Assignment throughout a series of 2 lectures (based on the learning goals from our prior Visual Art/ Mathematics Units). I was extremely nervous to try this with my students, as I was still beginning to grasp how I was going to go about the process. However, I can truly say it was one of the most rewarding things I have done in the classroom because 1) The students were thrilled to have direction over their own assignments/ grades 2) Because it really clarified for the first time the relationships/ purpose of the different forms of assessment.
When I first stood in front of the class I said something along the lines of - "George is responsible for igniting my ideas for this lecture because he approached me last week when we were learning about 3D figures in Geometry, and asked me if we could do construct 3D figures in Art." - Great idea George.
Following this, I handed back their previous Visual Art Assignments (with their marks and a rubric I had developed myself. As a class we discussed how the assignments were marked, and the students really seemed to form stronger understanding of what the purpose of learning goals were in terms of developing success criteria, as well as exactly how it can be used to construct rubrics.
Having this information, the students were really excited to be the architects behind their next project. As a class we settled on the assignments basic requirements - which were:
1) To incorporate a series of 2D figures into an image to construct a 3D appeal. (Ironically this was a learning goal from a math lesson)
2)To convey a thesis through your artwork (something you are passionate about.)
3)Display evidence of the elements and principles of design. (This is similar to a learning goals of a series of lectures on the Elements and Principles of Design.
This Very Basic Project Outline - in my opinion, provides students the freedom to get extremely creative, construct an artwork of their choice, based on the topic of their choice - while still meeting curriculum requirements.
(Below is a sample of our collaboration:)
As a class last week - we built a rubric, developed success criteria & to be honest - constructed our next Visual Art Assignment throughout a series of 2 lectures (based on the learning goals from our prior Visual Art/ Mathematics Units). I was extremely nervous to try this with my students, as I was still beginning to grasp how I was going to go about the process. However, I can truly say it was one of the most rewarding things I have done in the classroom because 1) The students were thrilled to have direction over their own assignments/ grades 2) Because it really clarified for the first time the relationships/ purpose of the different forms of assessment.
When I first stood in front of the class I said something along the lines of - "George is responsible for igniting my ideas for this lecture because he approached me last week when we were learning about 3D figures in Geometry, and asked me if we could do construct 3D figures in Art." - Great idea George.
Following this, I handed back their previous Visual Art Assignments (with their marks and a rubric I had developed myself. As a class we discussed how the assignments were marked, and the students really seemed to form stronger understanding of what the purpose of learning goals were in terms of developing success criteria, as well as exactly how it can be used to construct rubrics.
Having this information, the students were really excited to be the architects behind their next project. As a class we settled on the assignments basic requirements - which were:
1) To incorporate a series of 2D figures into an image to construct a 3D appeal. (Ironically this was a learning goal from a math lesson)
2)To convey a thesis through your artwork (something you are passionate about.)
3)Display evidence of the elements and principles of design. (This is similar to a learning goals of a series of lectures on the Elements and Principles of Design.
This Very Basic Project Outline - in my opinion, provides students the freedom to get extremely creative, construct an artwork of their choice, based on the topic of their choice - while still meeting curriculum requirements.
(Below is a sample of our collaboration:)
1. Sample of Student Work/ Summitive Evaluation - Based on a rubric I developed myself which (incorporated the learning goals/ ultimate success criteria I had given them prior to the assignment.)
2. Sample of TEACHER/ STUDENT CO-CONSTRUCTED RUBRIC: For Current Class Assignment:
DESCRIPTION OF CO-CONSTRUCTED RUBRIC:
As a class - following a long brainstorming session/ review of our mathematics/ art learning goals as well as my previously developed rubric (from their last art assignment) - We came up with a rubric that evaluated 1) Student Creativity - based on effort towards developing/communicating a topic and thesis they are passionate about 2) Craftsmanship - based on effort students have spent on the assignment/ ability to stay on task/ add unique detail to the artwork to make it their own. 3) Planning -Student/teacher consultations - based on student engagement and preparation in both peer and student teacher consultations 4) Elements and Principles of Design - based on effort towards planning and execution of composition across the picture plane amidst the use of other Elements and Principles. 5)3D aspect of figure - based on the incorporation of 2D images to construct 3D visual appeal.
As a class - following a long brainstorming session/ review of our mathematics/ art learning goals as well as my previously developed rubric (from their last art assignment) - We came up with a rubric that evaluated 1) Student Creativity - based on effort towards developing/communicating a topic and thesis they are passionate about 2) Craftsmanship - based on effort students have spent on the assignment/ ability to stay on task/ add unique detail to the artwork to make it their own. 3) Planning -Student/teacher consultations - based on student engagement and preparation in both peer and student teacher consultations 4) Elements and Principles of Design - based on effort towards planning and execution of composition across the picture plane amidst the use of other Elements and Principles. 5)3D aspect of figure - based on the incorporation of 2D images to construct 3D visual appeal.
Elaborating On Formative Assessment!
FORMATIVE Assessment = Assessment "As" Learning
.Scaffolding. .Formative Feedback. .Accountable Talk.
Constant Assessment "OF" learners growing/fluid Zone of Proximal Development.
The transition from "FOR" learning to "AS" learning takes place once students become aware of the goals of instruction.
Assessment "AS" learning involves goal setting between student & teacher - as well as the constant monitoring of process and a push towards reflection on results/ material. Assessment "AS" is most successful when teachers can ignite metacognitive awareness in the student by pushing them to take ownership and responsibility for moving their thinking forward. This is only achievable if their is a proper assessment of the students correct zone of proximal development in relation to the material.
Ultimately "Formative Assessment" consists of assessments made to both determine a students knowledge and skill, (including learning gaps as they progress) - Inform instruction and guide learning.
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Assessment "AS" learning involves goal setting between student & teacher - as well as the constant monitoring of process and a push towards reflection on results/ material. Assessment "AS" is most successful when teachers can ignite metacognitive awareness in the student by pushing them to take ownership and responsibility for moving their thinking forward. This is only achievable if their is a proper assessment of the students correct zone of proximal development in relation to the material.
Ultimately "Formative Assessment" consists of assessments made to both determine a students knowledge and skill, (including learning gaps as they progress) - Inform instruction and guide learning.
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Summative Assessment: Assessment "OF" Learning
Students, teachers, parents - need to know how well a student is doing. Employers colleges and universities need results from examinations to decide which candidates are likely to be suitable for jobs/ courses. Schools and teachers need to be accountable. However, what educationists and teachers are calling for - and what more and more parents and teachers are coming to recognize is a need for a better balance between "formative" and "summative" assessment. In short - less stress placed on summative assessment in relation to formative assessment.
To achieve this balance - we need to do less testing and instead help expand our strategies and techniques for assessing "for learning".
HOW I FORMULATED THIS UNDERSTANDING:
Example : Following my Math Lectures - I have my students complete a "key assessment" question as an exit ticket. I mark those exit tickets and use them as a guide to both my own teaching, as well as student understanding. After I taught my last unit, I assigned a test (summative form of assessment). While marking these tests I noticed a student of mine had made an error on one of the questions (a concept that I knew she understood - because she had exhibited her knowledge both in our classroom activities, as well as displayed it again in her key assessment question.) I found it unjust to assign this student a lower grade, knowing that she held the knowledge. Instead, I called this student in at recess to review her test with me, after having highlighted the question she quickly noticed that she had made an error. She required only a small amount of scaffolding - simply a reminding of the in class activity/ the key assessment question, and a bit of help in deciphering the language of the question in order to be able to correct her mistakes. I provided this student with the opportunity to make changes to this test, and boosted her mark (a mark I felt she was more capable of receiving having already a heap of knowledge of the students potential and understanding before assigning the summative assessment.)
Below are some visual detail of this sample of Summative Assessment that became Formative.
To achieve this balance - we need to do less testing and instead help expand our strategies and techniques for assessing "for learning".
HOW I FORMULATED THIS UNDERSTANDING:
Example : Following my Math Lectures - I have my students complete a "key assessment" question as an exit ticket. I mark those exit tickets and use them as a guide to both my own teaching, as well as student understanding. After I taught my last unit, I assigned a test (summative form of assessment). While marking these tests I noticed a student of mine had made an error on one of the questions (a concept that I knew she understood - because she had exhibited her knowledge both in our classroom activities, as well as displayed it again in her key assessment question.) I found it unjust to assign this student a lower grade, knowing that she held the knowledge. Instead, I called this student in at recess to review her test with me, after having highlighted the question she quickly noticed that she had made an error. She required only a small amount of scaffolding - simply a reminding of the in class activity/ the key assessment question, and a bit of help in deciphering the language of the question in order to be able to correct her mistakes. I provided this student with the opportunity to make changes to this test, and boosted her mark (a mark I felt she was more capable of receiving having already a heap of knowledge of the students potential and understanding before assigning the summative assessment.)
Below are some visual detail of this sample of Summative Assessment that became Formative.
Analysis of Student Work Sample:
The students mistake here was a mix up between Geometric Reflecting & Translating (to concepts I had a heap of evidence to know that she understood the properties of). After noticing her mistake, Alex and I discussed/ she thought about how the question was asking her to reflect the image. After pushing her thinking a lightbulb went off, she said "please Ms, can I change it!" I responded with of course (and explained that I was giving her the opportunity because I had seen her preform a multitude of different reflections both in class, homework, group work, and key assessments.) - She submitted a new answer (the seconds image). I placed a note on the bottom of the page explaining the mark adjustment based on my knowledge of the students capabilities. the student brought her math test home to be signed by her parents. When she returned she thanked me again for the opportunity, and told me that her parents were extremely proud of her improvements in the area of Mathematics.
I wondered to myself if these were in fact "improvements" or rather, the weight of stress on formative/summative assessment had just been altered from that of her previous assessors.
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Balancing Summative & Formative Assessment
Below is a sample of student work. this was a visual art project she developed - collaboratively (with student/peer consultations & brainstorming). The thesis she is conveying through this artwork centres on the pressure of having to balance her learning amidst her social/ family life, as well as extra curricular activities.
I chose to post this image because it is a constant reminder to myself as a teacher - that I too need to work just as hard at balancing different forms of assessment in order to respect her
Mix media - Transformative Art Assignment - Grade 7 Student (Anna) at St. Henrys Catholic School - Obtained permission to use this image.