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Advancing Your Understanding of Assessment

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Summative Assessment. Looking for Strategies and Activities? Click Here! Assessment is crucial part of any second language program; the teacher and the students need to have up to date information about the students’ abilities, progress and overall development in the language. Summative assessment plays a critical role in this information gathering process. By conducting a variety of forms of summative assessment (also known as assessment of learning), the teacher will have a good grasp of where their students are in the learning process. Why is summative assessment important? The Assessment component of B-SLIM requires both assessment for learning (formative) and assessment of learning (summative). Back to top What types of summative assessment are there? Summative assessment, or assessment of learning, can take many forms. Performance Task: students are asked to complete a task that will test a specific set of skills and/or abilities and determine what the students knows and are capable of doing.

» The Power of Formative Assessment. What Meaningful Reflection On Student Work Can Do for Learning | MindShift | KQED News. The following excerpt is from “Authentic Learning in the Digital Age: Engaging Students Through Inquiry,” by Larissa Pahomov. This excerpt is from the chapter entitled “Making Reflection Relevant.” Characteristics of Meaningful Reflection For student reflection to be meaningful, it must be metacognitive, applicable, and shared with others.

Let’s look at each of these characteristics in turn. Metacognitive Although it’s something of a buzz word, “metacognition” is a state of mind that can be useful for all the core values presented in this book. When children are first learning to reflect on their work, their educators use simple prompts to get them thinking: Do you like what you made? Of course, there’s a danger of this metacognition turning into a kind of feedback loop: Am I reflecting adequately on my reflection? ➤ The digital connection. Applicable This kind of isolated, after-the-fact reflection dominates our understanding of the process.

. ➤ The digital connection. Shared. Inquiring Naturally thru Mathematics: Using the Summative Task as the Provocation. I was struggling to come up with a provocation or ideas for our Shape and Space Unit. We are doing a unit the looks at monuments, so I wanted to try and incorporate some kind of building or creating into the unit. This unit really made me think how about how I could make it engaging for students. I didn't want to just go through property after property of different shapes. I wanted to give the students ownership of their learning and make them have to use the knowledge they have gained in some way. So I thought, what if I give the students the summative task as the provocation for the unit. I have never tried this before, but I thought no harm in trying...

First, I used the Teaching Student Centered Mathematics text (a wonderful resource), to find out what learning outcomes or big ideas that I need to address at a Grade 2 level. I then gave my students time to go through the outcomes and identify what they knew already and what they needed to know. I am not sure how this will work out. We Aren't Using Assessments Correctly. Published Online: October 27, 2015 Published in Print: October 28, 2015, as The Effective Use of Testing: What the Research Says Commentary By John Hattie Much of the testing discussion in the United States today is grounded on several widely accepted notions: that we first must get the actual assessment instrument right, that there is an important distinction between "formative" and "summative" assessment, that teachers need to understand the language of assessment, and that we should drop tests on schools like "precision bombs" for the purpose of measuring a student's performance and progress.

These notions are misguided, as decades of research from around the world on what matters most in student learning demonstrates. —Gregory Ferrand for Education Week So often we use assessment in schools to inform students of their progress and attainment. We hardly need more data—schools are awash with data. . • Did the teachers and school leaders interpret the reports correctly? Involving students / Topics / Gathering evidence / Using evidence for learning / Home. You are here: Assessment is done with the student, not to the student As is the case with teaching and learning, assessment is a collaborative endeavour between the teacher and the student – where both want to determine what the student knows and what might be learnt next. Therefore, a major role for the teacher is to manage the learning culture of the classroom in order to maximise students' motivation to engage keenly with assessment. If the student is not motivated to try with the assessment, it is likely that the results will not really show what the student knows or can do.

Such a result will not help either the teacher or the student to plan next steps. Teachers should always involve students in assessment decision-making Whether informal or formal, assessment should always involve the students in decision-making about as many aspects of the assessment as possible. Some tools lend themselves to greater student involvement than others, depending on how they have been designed. Learning Time Capsules – shifting the focus from achievement to progress – Making Good Humans. Here is an example of how one of our Grade 4 teachers is shifting his students’ focus from achievement to progress through the use of a math “time capsule”. Diagnostic: This teacher looked at all the big concepts the Common Core outlined for fractions in Grade 4 and created open-ended questions to allow students to show what they already knew or thought they knew about each big idea.

Students were encouraged to be risk-takers and try every question! The teacher then tracked students’ prior knowledge on an excel sheet. This allowed him to plan full group, small group, guided and individual math inquiries based on needs. Formative: After a few weeks of inquiring into these fraction concepts, the teacher gave back the same task and highlighted questions that students were required to try (based on the concepts that had been learned over the past few weeks in class). When the focus is on achievement, students have no choice but to compare their achievement to the achievement of others. How to Make Grades About Students Again. Our first semester ended last week. I have been working on grades, both standards scores and letter grades, for the past 3 days.

Pondering. Wondering. Pulling my hair out as I try to figure out which box to place my students in as we try to assess the growth that has happened. And yet, within this process of distilling my students down to a single letter comes an amazing opportunity for conversation. So how can we make grades and scores about the students again? Start with a student definition. Have them grade themselves. Have them do a semester survey. Ask them what they are proud of. Then discuss their grades. So while I work in a system that still asks me to define students through a score, we can reclaim that very conversation. If you like what you read here, consider reading my book Passionate Learners – How to Engage and Empower Your Students.

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