5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
Assessment for, of and as Learning
Assessment for Learning
Assessment for learning is the process of gathering evidence about a student's learning from a variety of sources, using a variety of approaches or 'assessment tools'. Assessing prior to learning (diagnostic assessment) gives me information about what stages my students are at in their learning. It may also give me information about their interests, readiness, and how they like to learn. Gathering this information will allow me to differentiate the learning environment, my instructions, delivery, assessment and evaluation.
Diagnostic Assessment
Prior to instructions I can:
Assessment during the learning period (formative assessment) gives me the information I need to make informed adjustments to the instructions . I will be able to respond to my students individual needs, adjust the teaching strategies so they can set different goals. Using assessments will assist me to assist my students to make improvements, gain knowledge and practice skills.
'The wide variety of information that teachers collect about students’ learning processes provides the basis for determining what they need to do next to move student learning forward. It provides the basis for providing descriptive feedback for students and deciding on groupings, instructional strategies, and resources'.
As a teacher I need to know:
Formative Assessment
During instruction I can:
Assessment as Learning
Through this process students are able to learn about themselves as learners and become aware of how they learn – become megacognitive (knowledge of one’s own thought processes).
Students reflect on their work on a regular basis, usually through self and peer assessment and decide (often with the help of the teacher, particularly in the early stages) what their next learning will be. Assessment as learning helps students to take more responsibility for their own learning and monitoring future directions.
As a teacher I will implement the following strategies:
Assessment of Learning
“Assessment of Learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible.”
Source Rethinking Classroom Assessment with Purpose in mind
Language used for applying and assessing learning in authentic contexts
Three key principles for creating an effective assessment plan
I would need to:
Three key questions for students
I will ensure my students know:
Plan with the end in mind
What do I want my students to learn?
How will I monitor their progress? How will I know they have learned it?
How will I design the learning so that all will learn?
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
Assessment for, of and as Learning
Assessment for Learning
Assessment for learning is the process of gathering evidence about a student's learning from a variety of sources, using a variety of approaches or 'assessment tools'. Assessing prior to learning (diagnostic assessment) gives me information about what stages my students are at in their learning. It may also give me information about their interests, readiness, and how they like to learn. Gathering this information will allow me to differentiate the learning environment, my instructions, delivery, assessment and evaluation.
Diagnostic Assessment
Prior to instructions I can:
- Scan prior years reported data
- Consult with existing previous teaching staff
- Carry out diagnostic assessments in the class ( pretest, assess students prior knowledge)
- Observe the classroom (e.g., anecdotal notes)
- Conduct diagnostic assessments (e.g., pre-tests, assessment of student's prior knowledge)
- Develop an interest inventory
- Make use of school based assessments
- Interpret Naplan data
Assessment during the learning period (formative assessment) gives me the information I need to make informed adjustments to the instructions . I will be able to respond to my students individual needs, adjust the teaching strategies so they can set different goals. Using assessments will assist me to assist my students to make improvements, gain knowledge and practice skills.
'The wide variety of information that teachers collect about students’ learning processes provides the basis for determining what they need to do next to move student learning forward. It provides the basis for providing descriptive feedback for students and deciding on groupings, instructional strategies, and resources'.
As a teacher I need to know:
- where the learning is at in the learning journey
- where they need to go
- and the best possible way for students to get there
Formative Assessment
During instruction I can:
- Use classroom assessments of various types e.g Weekly spelling tests
- Give students instant and timely feedback on their leaning
- Use student assessment results to guide further instructions
- Use a moderation process to monitor students on going assessments and learning
Assessment as Learning
Through this process students are able to learn about themselves as learners and become aware of how they learn – become megacognitive (knowledge of one’s own thought processes).
Students reflect on their work on a regular basis, usually through self and peer assessment and decide (often with the help of the teacher, particularly in the early stages) what their next learning will be. Assessment as learning helps students to take more responsibility for their own learning and monitoring future directions.
As a teacher I will implement the following strategies:
- Learning Goals
- Ongoing Assessment
- Descriptive and constructive feedback
- Peer and Self-Assessment
- Setting individual goals
- Success Criteria and what success looks like with providing samples of work so students know what is expected
Assessment of Learning
“Assessment of Learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible.”
Source Rethinking Classroom Assessment with Purpose in mind
Language used for applying and assessing learning in authentic contexts
- What could you do next?
- Do you know other ways to do this?
- Which might you choose and why?
- Who feels confident enough to teach this to others?
- Where else could you use these skills and ideas?
- Where have you seen them used before?
- How could you use what you learnt last week to help you now?
- What were you thinking while you were doing this?
- If this didn't work, why do you think it didn't and what else can you do?
- What are you doing? Why are you doing it? How might you use this in your life?
- How are you going to report on your findings?
Three key principles for creating an effective assessment plan
I would need to:
- Ensure that students have a clear understanding of what they are learning and what successful learning looks like is is done by providing a sample work so they know what success looks like(John Hattie - Visible Learning)
- Model descriptive self assessment, constructive feedback and feedback, and goal setting
- Firstly, give students opportunities to practice these skills with support and guidance and then independently.
Three key questions for students
I will ensure my students know:
- Where they are going?
- How are they going?
- Where they are to go next?
Plan with the end in mind
What do I want my students to learn?
- Start with overall expectations
- Create learning goals - use specific expectations to develop learning goals that support the learning toward achieving expectations
- Use verbs that are specific and observable (as per scribd document below)
How will I monitor their progress? How will I know they have learned it?
- Collect multiple samples of student work that provide evidence of their achievement
- Refer to exemplars to assess and evaluate student work
- Use SCASA curriculum standards to assess and evaluate student work
- Select and use effective strategies to support students’ self- monitoring, self- assessment, and goal-setting for their own learning
- Inform and assist students and parents to understand the assessment and evaluation strategies to be used and give them constructive feedback for improvement
- Apply school standards in reporting on student achievement
- Select and use ongoing classroom assessment strategies and data to inform instruction and plan appropriate interventions to improve student achievement
- Use assessment and evaluation strategies that are appropriate to the curriculum and the learning activities, that are fair to all students, and accommodate the needs and experiences of all students
- Examples include; exit cards, journal entries, observation and triangulation (observations, products and conversations)
How will I design the learning so that all will learn?
- How will I plan with differentiated instruction in mind?
- What instructional strategies are appropriate for the learners in my class?
- Provide students with numerous and varied opportunities to demonstrate the full extent of their achievement without overwhelming them
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