A shift in education practices, requires a change in assessment practices. If more inquiry-based learning is happening in school, it is hard to assess with a test because students do not always learn the same specific content. Both formative and summative assessment can be done through various assessment means other than a test. Some of these include a poster, video, graphic, artifact, etc.
I really like the graphic to the right. Assessment for learning is required for student motivation and achievement. Using exemplars, teaching 21st century skills, having a clear focus, and sharing student learning is key to effective learning and assessment. "Consideration of the evidence of learning needs to drive instructional design and delivery of curriculum to students" (Wormeli, 2009). This speaks to the use of Understand by Design unit plans. Wiggins and McTighe have created UbD's to enhance student understanding and achievement by focusing on outcomes based learning and ensuring alignment of assessment and implementation of curriculum content. TriangulationAnne Davies is well known for her quality classroom assessment. She suggests that in order to effectively assess, you must have a plan for "collecting evidence." Triangulation allows for teachers to gather evidence of learning through observations, conversations, and products. Knowing that each of our students are unique, this process allows for students to show their learning in various ways that work for them.
Some ways to gather evidence for learning are observations, journal entries, exit slips, games/apps, and videos.
GoalsTeaching students how to set goals will help them take more control for their learning and help shift to a more student-centered classroom. During my time in Outlook Elementary School, I noticed that in each blended math class the students had set goals to complete lessons or units. This helped keep them on track and manage their own time. This process teaches several 21st century skills such as self-regulation, resilience, and time management.
FeedbackFeedback is essential to support student learning in the 21st century. Since instruction is moving from direct to more inquiry, students need more direct feedback to encourage learning, ensure they are meeting the outcomes, how they can develop their skills to enhance their learning, and self-monitor to stay on track with their goals.
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When creating performance tasks, it helps to use the acronym GRASPS. It was created from Wigging and McTighe's Understanding by Design unit plan, therefore works well for 21st century education assessment planning.
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During my pre-internship, I co-created assignment content with the grade 3/4 students. I found that it not only created a student-centered classroom, but also was a review of all their learning that unit. This made them very excited and when it came to creating their musical instrument, out of whatever they wanted, they were engaged and motivated.
This assessment piece has been shared on the Sun West School Division 21st Century Assessment wiki page. This enhanced my collaboration competency by increasing my PLN and sharing ideas with other colleagues. |
Asessment Checklist.docx | |
File Size: | 22 kb |
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Student Plan.docx | |
File Size: | 32 kb |
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Student Checklist.docx | |
File Size: | 34 kb |
File Type: | docx |