Assessment
Teachers need to know how to assess the range of learning objectives by selecting and developing a variety of assessment techniques.
“Assessment is today’s means of modifying tomorrow’s instruction.” Carol Ann Tomlinson
Pre-Assessment
Pre-Assessment is an essential aspect to teaching a lesson. Bransford, Brown, & Cocking (2000), state, “learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to a learning task, use this knowledge as a starting point for new instruction, and monitor students’ changing conceptions as instruction proceeds”. Pre-activities provide an opportunity for the teacher to gage exactly where each individual student’s skills stand so that they are able to ensure the students have the correct foundational knowledge to then further instructional scaffolding and learning. Teachers must work within the Zone of Proximal Development which is the range of knowledge and skills that students are not yet ready to acquire on their own but can acquire with help from their teachers. As an emerging teacher I look forward to challenging my students to think deeper with my scaffolding and assistance. I want my students to explore beyond the everyday curriculum.
Some of my favourite Pre-Assessment Activities:
1. Graffiti Wall – with colorful markers and large poster paper, have all students creatively design a Graffiti Wall of things they know about a specific topic of study. Students are then encouraged to add to the wall throughout the unit as they gain new knowledge. A colorful way to display what they know and what they have learned.
2. KWL Charts- K-what do the students already know? W-what do the students need and want to know? L-what did the students learn? An effective pre-assessment tool and summative evaluation tool to measure the level of understanding at the end of unit. Many teachers use the L part as an open-ended question on an exam allowing the students to share the depth of knowledge that was gained in the unit of study.
1. Graffiti Wall – with colorful markers and large poster paper, have all students creatively design a Graffiti Wall of things they know about a specific topic of study. Students are then encouraged to add to the wall throughout the unit as they gain new knowledge. A colorful way to display what they know and what they have learned.
2. KWL Charts- K-what do the students already know? W-what do the students need and want to know? L-what did the students learn? An effective pre-assessment tool and summative evaluation tool to measure the level of understanding at the end of unit. Many teachers use the L part as an open-ended question on an exam allowing the students to share the depth of knowledge that was gained in the unit of study.
Formative Assessment
Formative assessment is a great way to adjust the teaching and learning to meet your students needs and facilitate holistic understanding. Furthermore, this practice guides the teacher to make decisions for future instruction and is essential in accommodating your learners.
Some of my favourite Formative Assessment methods:
1. Exit Slips-use these as a closing activity. Students must fill out their exit slip which include 3 brief questions such as:
1) What is something that I learned today?
2) What am I still confused about?
3) Further questions, concerns or comments.
Once they fill out this card it is their "ticket out the door". Through this method the teacher can quickly determine which students understand and which students may still be struggling and may need more instruction on certain concepts. By assessing the responses on the Exit Slips the teacher can better adjust the instruction in order to accomodate students' needs for the next class.
2. Peer/Self-Assessments
Peer and self assessment help to create a learning community within the classroom. Students become metacognitive about their own learning as well as can look to their peers for support to improve their work.
Here is an example of a happy face self-assessment that can help teachers gauge if their students are understanding the material. Have students circle which happy face best describes their understanding of the concept at hand.
1. Exit Slips-use these as a closing activity. Students must fill out their exit slip which include 3 brief questions such as:
1) What is something that I learned today?
2) What am I still confused about?
3) Further questions, concerns or comments.
Once they fill out this card it is their "ticket out the door". Through this method the teacher can quickly determine which students understand and which students may still be struggling and may need more instruction on certain concepts. By assessing the responses on the Exit Slips the teacher can better adjust the instruction in order to accomodate students' needs for the next class.
2. Peer/Self-Assessments
Peer and self assessment help to create a learning community within the classroom. Students become metacognitive about their own learning as well as can look to their peers for support to improve their work.
Here is an example of a happy face self-assessment that can help teachers gauge if their students are understanding the material. Have students circle which happy face best describes their understanding of the concept at hand.
Reference: http://www.pinterest.com/pin/31525266114817120/
Summative Assessment
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it to the standard or benchmark criteria.
Summative assessments are often high stakes, which means that they have a high point value. Teachers must provide clear examples, instructions and expectations for the project that will be graded on. Ensure that the rubric or grading scheme is handed out before the students begin the project and that it is transparent for teachers, students and parents to understand. Examples of summative assessments include:
1) A final project at the end of a unit.
2) A paper or essay.
Here is an example of a rubric that could be used as a form of summative assessment:
Summative assessments are often high stakes, which means that they have a high point value. Teachers must provide clear examples, instructions and expectations for the project that will be graded on. Ensure that the rubric or grading scheme is handed out before the students begin the project and that it is transparent for teachers, students and parents to understand. Examples of summative assessments include:
1) A final project at the end of a unit.
2) A paper or essay.
Here is an example of a rubric that could be used as a form of summative assessment:
Reference: http://www.uleth.ca/edu/runte/tests/cones/score/rubric.htm