As I reflect on my past experiences being assessed throughout elementary and high school, I recall that tests and assignments were the main forms of assessment where we were given a grade. Elementary school would be based on levels (1-4) and high school was focused to presenting us with percentages based on our performance.
However, after our first assessment class, my eyes have to been opened to various assessment strategies and tools that can be used. When assessing, I believe it is important for students to have a strong understanding of what is expected from them as this is something I would appreciate as a student. It is key to share criteria and rubrics with the students to both the teacher and students which provides something for the students to strive towards for successful learning. Assessing can also be performed by other strategies that are not tests or assignment related. Though those are important, other methods can be used to differentiate assessment. This may include observing students throughout group work as they collaborate with their peers and apply their knowledge to contribute about a topic they are discussing. Feedback is an important tool so teachers can feedback students on areas they need to improve on where they can set personal goals. Students can also provide feedback to each other as peer to peer feedback can be beneficial as more information can be given to the student on how to improve based on what others see from a different point of view.
BLOG POST #2
My beliefs about assessment have been influenced by Growing Success as it provides many detailed ideas and theories on how to effectively assess resulting in improved student learning. For example, there are seven principles that the document discusses to ensure students receive the proper assessment to improve their learning. Teachers should use procedures that:
- are fair and equitable for all students
- support all students (ESL students, Aboriginals, and those with special needs)
- are planned effectively to correlate to the curriculum expectations and learning goals and to the students' interests, learning styles and needs
- are communicated to the students and their parents at appropriate points of the school year (beginning of the year, mid-year)
- are ongoing, varied in nature, and administered over a period of time to give students many opportunities to demonstrate their learning
- provide consistent and frequent descriptive feedback to support improved learning and achievement
- develop students' self-assessment skills to allow them to assess their own learning, set personal goals, and plan their next step for learning
Learning skills and Work Habits
Learning skills and work habits are key components of the report card as it reflects important skills for success academically and in the future for their careers. These set the foundation for the student in how they work as they can develop these skills throughout elementary school. Homework is an effective form of assessment that reflects the student's learning skills and work habits examining the quality of the work they produce as well as completing their work and handing things in on time.
The 6 key learning skills and work habits to note while assessing are responsibility, organization, independent work, collaboration, initiative, and self-regulation making me self-aware to observe these behaviours during tasks.
Achievement Chart
An achievement chart provides a framework that incorporates the curriculum expectation by establishing categories and criteria to assess the student on. These categories include: knowledge and understanding, thinking, communication, and application. These categories are also used when assessing students with the levels of achievement (levels 1-4) to explore where the student stands in regards to provincial standards. This knowledge is helpful when creating a rubric so you can specifically apply these categories to the lesson and see how the student meets the provincial standard requirements in regards to the learning requirements of that lesson.
Assessment For/As/Of Learning
A new concept that was introduced to me was assessment for, as, of learning. This represents how a teacher plans of gathering information on the student based on the assigned task. Assessment For Learning is diagnostic and informative in nature of assessment where the teacher gives students feedback on their progress and can identify what the next steps they can take. Assessment As Learning is formative in nature of assessment where students can be self-monitors and self-reflect on their own learning so they are able to see where/what they need help with. Lastly, Assessment Of Learning is summative in nature of assessment as the teacher can see the student's overall level of achievement which is important to communicate this information to parents and the students.
It is important for students to receive feedback and reflect on their learning so I believe this process is important to provide to the student and their parent to improve their learning.
Determining Child's Grades
Assignments, test, and exams are demonstrations and projects used for evidence that the child is learning the curriculum. However, there are other components to examine as well. Students need to communicate and apply what they have learned as well as demonstrate critical thinking and problem solving skills. Observing the child is also important so you can gather as much information as you can for assessment in addition to communicating to the student to see where they are at.
Accommodations and Modifications
Facing challenges such as students with IEPs, with special education needs, and ESL students is something I am concerned about when teaching. However, providing appropriate accommodations and modifications for the specific student are imperative. Accommodations are to allow students to participate in the curriculum to demonstrate achievement of the expectations. These could include visual supports, and allowing the student to take tests orally. Modifications are changes that are applied to the grade-level expectations for a subject or course to meet with a student's learning needs.
Overall, Growing Success has made me feel more confident when assessing as a teacher as many concepts and theories have made me aware of what to observe and do when assessing. Detailed information has been provided to me on different assessment tools and methods to apply in various situations. I look forward to becoming more comfortable in creating these assessment tools that are appropriate for the lesson as well as applying my knowledge about assessment to improve student's learning and their experience.
Instructional Planning Artifact
NAME: Lianne DiPaolo
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Grade: 6
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Subject: Mathematics
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Strand(s): Geometry and Spatial Sense, Identifying Geometric Properties
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Overall Expectation(s):
Classify
and construct polygons and angles
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Specific Expectation(s):
- Sort and classify quadrilaterals by
geometric properties related to symmetry, angles, and sides, through
investigation using a variety of tools
- Sort of polygons according to the
number of lines of symmetry and the order of rotational symmetry, through
investigation using a variety of tools
- Measure and construct angles up to 180
degrees using a protractor, and classify them as acute, right, obtuse or
straight angles
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Construct polygons using a variety of tools, given angle and side
measurements.
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Achievement Chart Categories:
· Knowledge
& Understanding
Classify
and construct polygons and measurements of angles
· Thinking
Presents
work, and expresses mathematical thinking clearly, using appropriate
mathematical symbols and terms
· Communication
Presents
work, and expresses mathematical thinking clearly, using appropriate
mathematical symbols and terms
· Application
Use appropriate procedures to
accurately: (1) identify, sort, and classify polygons, (2)
measure and construct angles to complete worksheet
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LEARNING SKILLS AND
WORK HABITS: Which LSWH(s) will be addressed?
Responsibility Independent Work Collaboration Organization Initiative
Self-Regulation
Collaboration
Responsibility
Organization
Students
will collaborate to create their own polygons to organize and classify each
shape taking responsibility of their learning.
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LEARNING
GOAL(S)
Describe the
curriculum expectations & LSWH in
student friendly language
We are learning to…
- Sort and classify triangles and
quadrilaterals by geometric properties related to symmetry, angles, and
sides.
- Identify and communicate the
properties that make up different polygons
- Construct polygons and angles
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ASSESSMENT
TASK /STRATEGY
Describe what
students will be doing to address the learning goal(s) and identify:
· PURPOSE:
For/As/Of
· NATURE: Diagnostic/Formative/Summative
·
Observation/Conversation/Product
AOL
Teacher uses a rubric to evaluate a
culminating activity.
AOL Teacher assigns a level to a student’s performance
based on the product.
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Within groups
of 3-4, students create 2D polygons using toothpicks and gummies where
toothpicks represent the sides of the shape and the gummies represent a
corner or vertex of the shape
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Discuss with
their group members the properties of the shapes they created
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Complete a
worksheet identifying the different shapes and their properties
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SUCCESS
CRITERIA
Describe what
successful attainment of the learning goal(s) looks like for your assessment
task
I can….
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I can construct
and classify polygons
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I can describe
the different properties of shapes
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I can classify
polygons by lines of symmetry
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I can classify
polygons by the number and properties of sides and angles
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I can describe
the different properties of polygons
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I can use a
protractor to measure angles
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ASSESSMENT TOOL Anecdotal
Record, Rating Scale, Checklist, Rubric, Other
Identify & create a tool to
record & analyse information from
the success criteria for the task
Include the assessment tool with this
document
Rubric
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Task: Using the 2-D shapes
you created, complete the worksheet to demonstrate and communicate your
understanding of the shape properties.
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AER Strategy Form
EDBE 8Y01 Digital
Portfolio: AER Strategy Form Name: Lianne DiPaolo
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GROWING SUCCESS POLICIES
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My Professional Learning Goals
1 goal for each
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Strategies For Meeting
My Goals
1 strategy for each
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Curated
Resources
minimum of 2 sources for
each
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POLICY
Fundamental Principles
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I want to provide valuable assessment and
evaluation that leads to an improvement in student learning for all of my
students.
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My strategy is to follow my strategies for my
other goals to provide enough feedback to give the students guidance to
improve. This includes frequent and descriptive feedback, fair grading, and
supporting students with special needs and who are ESL.
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POLICY
Learning Skills & Work Habits
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In my lessons, I want to incorporate learning
skills and work habits as often as possible. However, I do not want this to
delay student learning.
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My strategy for achieving this goal is to
collaborate with the students to compose success criteria that incorporate
learning skills and work habits which I would post in the class. The students
and myself will be able to refer to this during lessons or throughout the day
to guide students in their own learning.
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POLICY
Performance Standards: The Achievement Chart
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I want to ensure that I can create lesson plans
that allow students to be successful and produce level 4 work on the
achievement chart.
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I will achieve this goal by sharing the success
criteria and expectations to my students and continuously check in with them
on their progress and provide feedback to keep them on track guiding them so
they can perform to their fullest.
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POLICY
Assessment FOR Learning & AS Learning
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I want to incorporate many opportunities for
assessment for and as learning daily.
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I will achieve this goal by assessing student
work and their progress often keeping anecdotal records of student successes
and their weaknesses. This gives a chance for the students as well as myself
to reflect on their work and progress and deciding on their next steps to
improve student learning.
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POLICY
Evaluation
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I want to assess students fairly to determine a
grade that is accurate for each student.
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A strategy for achieving this goal is to evaluate
student work frequently and fairly. I can note all their marks in a record
book and follow strategies to grade fairly in the listed resources.
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http://ctl.uga.edu/pages/evaluating-students
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POLICY
Reporting Student Achievement
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I want to compose report cards that are
individualized for each student that encourages and praises them for their
effort and to provide detailed information for the parents on their child’s
progress.
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I will achieve this goal by keeping anecdotal
records on each student’s learning behaviours and progress in class. It will
include their strengths and weaknesses and examples of work habits observed
in the class. I will also keep frequent communication with the parents so
they are aware of their child’s behaviours and academic performance
throughout the year so there are no surprises with their overall grade.
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POLICY
Students With Special Education Needs
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I want to ensure inclusion in the classroom for
these students and maximize participation.
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I will achieve this by using inclusive language
and creating lessons that incorporate all students of all abilities. I can
differentiate my instruction to encourage participation and keep the students
interested in the lesson.
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POLICY
English Language Learners
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I want to create a comfortable and inclusive
environment for ELL students in the classroom.
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To achieve this goal, I will ensure all students
have an understanding of what is going on in the classroom and the content
that is being taught. Keeping lessons simple will help them better understand
but if needed, accommodations like a digital translator can be given to them.
I will also spend extra time with these students to ensure their
understanding of the content and activities that need to be completed.
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POLICY
The Kindergarten Program
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I want to create a playful yet inquiry-based
atmosphere for the students to appropriately develop them for their academic
future.
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I will cater to all stages of learning by
differentiating instruction and activities that can be modified to be easier
or more difficult to allow all students to develop knowledge at their pace
while using interactive activities to teach and captivate the students. This
will give me as the teacher many opportunities to observe and assess the
development of each student which will be recorded for myself and the
parents.
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