KSA #11 - Student Assessment
The purposes of student assessment. They know how to assess the range of learning objectives by selecting and developing a variety of classroom and large scale assessment techniques and instruments. They know how to analyse the results of classroom and large scale assessment instruments including provincial assessment instruments, and how to use the results for the ultimate benefit of students
The purposes of student assessment. They know how to assess the range of learning objectives by selecting and developing a variety of classroom and large scale assessment techniques and instruments. They know how to analyse the results of classroom and large scale assessment instruments including provincial assessment instruments, and how to use the results for the ultimate benefit of students
"She employs a variety of strategies to guide students' understanding and consistently makes assessment an integral part of her teaching and interactions with students." - PS3 University Consultant
"Cheryl understands the process of assessment as well as its importance in the recording and reporting of learning. In class, students are guided toward this culminating task because Cheryl stresses and reviews regularly the significance of key concepts. Her approach includes appropriate evaluation procedures for objective and subjective testing." - PS1 Teacher Associate
"Cheryl understands the process of assessment as well as its importance in the recording and reporting of learning. In class, students are guided toward this culminating task because Cheryl stresses and reviews regularly the significance of key concepts. Her approach includes appropriate evaluation procedures for objective and subjective testing." - PS1 Teacher Associate
University Courses:
EDUC 3504 - Evaluation of Learning
EDUC 3604 - Evaluation of Student Learning
Assessment is integral to monitoring both the student's success, as well as the teacher's success at delivering the curriculum. I use formative assessment practices on at least some scale during every class. Whether I am asking probing questions to determine knowledge, viewing how students work together, making observations on struggling students, or monitoring who is speeding through the assignment, formative assessment is the best way to mentally note where the whole class is sitting at. I often walk around while I teach and will make notes regarding progress, or I will be jotting down a student's understanding on a 1-4 scale as I individually conference with them so that I can look back later and see who I have observed, as well as who is struggling the most. I also try to engage in "exit questions" on a regular basis just to see how students are comprehending a difficult topic. I have had the experience of working with provincial assessment instruments such as marking rubrics for the PATs as I was teaching a preparatory short-short writing unit in my Grade 3 practicum. In the following example, I used the PAT rubric to help make my own rubric which I could use to mark each student's end product.
I also enjoy doing big performance project assessments at the end of units to allow students the opportunity to use all of their new knowledge in an application-based scenario or project. Below are some examples of my end performance projects for various grades, with their supporting marking rubrics posted below each example (click on the rubric to enlarge it)
EDUC 3504 - Evaluation of Learning
EDUC 3604 - Evaluation of Student Learning
Assessment is integral to monitoring both the student's success, as well as the teacher's success at delivering the curriculum. I use formative assessment practices on at least some scale during every class. Whether I am asking probing questions to determine knowledge, viewing how students work together, making observations on struggling students, or monitoring who is speeding through the assignment, formative assessment is the best way to mentally note where the whole class is sitting at. I often walk around while I teach and will make notes regarding progress, or I will be jotting down a student's understanding on a 1-4 scale as I individually conference with them so that I can look back later and see who I have observed, as well as who is struggling the most. I also try to engage in "exit questions" on a regular basis just to see how students are comprehending a difficult topic. I have had the experience of working with provincial assessment instruments such as marking rubrics for the PATs as I was teaching a preparatory short-short writing unit in my Grade 3 practicum. In the following example, I used the PAT rubric to help make my own rubric which I could use to mark each student's end product.
I also enjoy doing big performance project assessments at the end of units to allow students the opportunity to use all of their new knowledge in an application-based scenario or project. Below are some examples of my end performance projects for various grades, with their supporting marking rubrics posted below each example (click on the rubric to enlarge it)
Gymnastics Final Routine
- Recorded so that I could assess them more carefully after enjoying the performances |
Native and Fur Trading Lifestyle Dioramas
This diorama project was supposed to demonstrate how different the lilfestyles of these two groups were, and then there was a categorized written component that explained the diorama significance and the relationship between the two groups |
Example of a Student Self-Assessment:
Final car building project for "Devices that Move" - Kids had to build a car that went down a ramp, passed a certain line, then stopped before the Stop sign using a brake system! |
Assessment FOR, OF, and AS Learning
FOR Learning - Example of Formative Assessment: an exit card to assess where the kids' understanding was after the first week of a new unit on Native American Culture. |
OF Learning - Example of Summative Assessment: a health test to summative determine whether or not kids had successfully learnt house safety, recreational safety, and injury prevention. |
FOR Learning - Example of Student Self Assessment: Students had to self monitor their own behaviour in gym, make personal goals, work towards achieving those goals, and then had to revisit their goals at the end of the month to assess how successfully they reached their goals. |