Assessment Assessment For As Of Learning Complete Chart

+ Assessment

+ Assessment For, As, Of Learning (Complete Chart below) Assessment Mode: Written, Oral, Performance (Write, Say, Do) Assessment For Learning Diagnostic Assessment As Learning Meta-cognition Self and Peer Assessment Of Learning Evaluation/Summative Assessment Strategy Specific task for students e. g. , turn and talk, brainstorming, mind map, debate, etc. ) Assessment Tool Instrument used to record data i. e. , rubric, checklist, observation sheet, etc.

+ Assessment For Learning: Diagnostic n Formative feedback – rather than evaluative n Part of everyday teaching - ongoing n For the teacher -gathering information about student learning to help make instructional decisions n For the student - informs them about their learning

+ Effective Feedback is: n Descriptive rather than evaluative—feedback should identify what the student is doing well and what needs improvement and, most crucially, provide next steps to guide the student on how to improve n Focused—on the learning goals and the success criteria. n Limited—to a few traits or characteristics of student performance. it is tempting to point out all the areas where improvement is needed; however, feedback is more likely to improve learning when it is focused on a few priorities. n Timely—that is, offered “just in time” and at regular intervals to support students in continuously monitoring their progress toward a learning goal. n Implemented by students and monitored by the teacher— students are expected to act on the feedback. This means that they must be provided time and opportunities to respond with teacher support and that teachers need to follow up on the students’ responses.

+ Assessment For Learning Tools: Used by Students and Teachers n Learning Goals (student friendly language) n Success Criteria (student friendly language) n Rubric (sometimes generated with students) n Checklists n Exemplar student work samples n 3 stars and a wish n Exit Ticket

+ Assessment For Learning Tools: Instruments used to record data n Rubric n Running Record n Checklists n CASI Recording Sheet n Observation Sheet n Interview Form n Anecdotal recording sheet n n Conference Recording Sheet Developmental Continuum Oral, Reading, Writing n Smart Notebook file n Audio recording n Photograph n Video recording

+ Assessment For Learning Strategies: Specific Tasks for Students (not an exhaustive list) n Portfolios n KWL chart n Journals n Debate n Learning logs n Discussion n Conferences n Turn and Talk n Brainstorming n Elbow Partners n Mind map n Thumbs-up/Thumbs-down n RAN chart

+ Assessment As Learning: Metacognition- awareness of one’s own learning Self Assessment & Peer Assessment n Watch video – Segment 5: Setting Learning Goals Once students have learned to recognize, describe, and apply success criteria, they can use their peer and self assessment to plan next steps n To make classroom assessment work, students must know explicitly what they are learning, what it looks like when they have learned, what and how to improve, how to assess their work, and ultimately take specific next steps to improve. n Students constantly monitor and self-regulate their learning by: n n Making adjustments about their knowledge and skills Self-reflecting about what they read, hear, and do Source: http: //www. edugains. ca/resources. AER/Video. Library/Self. Assessment/Associated. Files/Self. Assessment_Vide o. Series_Transcript. pdf

+ Assessment As Learning: The Self Assessment Process n The self-assessment process requires students to: n Identify what they must learn (Learning Goals & Success Criteria) n Know what success looks like (e. g. , Review anchor charts, exemplars) n Learn how to apply the criteria n n n Give and receive feedback on their self-assessments – I statements Use self-assessments to plan next steps Use self-assessments to set their own learning goals Source: http: //www. edugains. ca/resources. AER/Video. Library/Self. Assessment/Associated. Files/Self. Assessment_Video. Se ries_Transcript. pdf

+ Assessment As Learning: Four Stage Model for Student to Self-Assess n Defining Success Criteria n Applying success criteria to monitor their own work n Give and receive feedback n Set learning goals and plan next steps Source: http: //www. edugains. ca/resources. AER/Video. Library/Self. Assessment/Associated. Files/Self. Assessment _Video. Series_Transcript. pdf View- Self Assessment: http: //www. edugains. ca/newsite/aer 2/aervideo/videoclips. html

+ Assessment As Learning: Self-Assessment - Tools n Learning Goals & Success Criteria n Anchor Charts n Thumbs up, Thumbs down n Exemplars n Journal entry n 3 stars and a wish n Exit ticket n Checklist n Rubrics n Peer Assessment

+ Assessment of Learning: Evaluation / Summative Assessment n Designed to provide information to parents, schools, board level administrators, as well as students n Presented in a periodic report n Summarizes information with levels, grades, or numbers n Compares student achievement with established standards Source: Cooper (2006)

+ Assessment of Learning Evaluation / Summative Assessment – Tools used to record data n Anecdotal Record n Mark sheet n Rubric n Checklist n Report Card grade/mark

+ References Differentiated Instruction Facilitator's Guide. (2009). Toronto: Ontario Ministry of Education. Goode, K. , Kingston, T. , Grant, J. N. , & Munson, L. (2010, March). Assessment for learning. The Voice, 12, insert. Growing success: assessment, evaluation and reporting in Ontario's schools : covering grades 1 to 12. (pp. 28 -36). (2010). Assessment for learning and as learning. Toronto: Ontario Ministry of Education.