Knowing the Learner: Assessment

Monika Bural, Academic Consultant, Literacy 7 -12

Assessment for, as, of Learning

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Growing Success

Chapter 4: Assessment FOR Learning and AS Learning

As essential steps in assessment for learning and as learning, teachers need to:

plan assessment concurrently and integrate it seamlessly with instruction;

• share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;

• gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;

• use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;

Learning for All

Learning for All, Kindergarten to Grade 12 is a resource guide outlining an integrated process of assessment and instruction for elementary and secondary school educators across Ontario that is designed to help raise the bar and close the gap in achievement for all students. The guide supports the three core priorities for education in Ontario: • High levels of student achievement • Reduced gaps in student achievement • Increased public confidence in publicly funded education
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Learning Goals and Success Criteria

John Hattie Learning Intentions & Success Criteria

Learning Goals

Curriculum to Learning Goals
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Success Criteria

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What are Anchor Charts?

"Simply put, an anchor chart is a tool used largely to support instruction and to move the student towards achieving success with lessons taught in class. They are also used as a classroom management tool for students to self-monitor their behavior by gently reminding them of expectations and routines.

Anchor charts are created during the instruction of the lesson. As the teacher models the lesson or strategy, the lesson reinforcement or strategy tool is written on chart paper. Once the lesson is complete, the chart is placed in a convenient student-friendly location that the students can access it independently. This is another vehicle for academic support, especially for the visual learner. The beauty of an anchor chart is that it can be displayed as needed or determined by the student work. Some anchor charts live all year long in the classroom, while others are only displayed during the current unit of study."


April 11, 2016 PD Day - Session #2

Descriptive Feedback

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Rick Wormeli: Formative and Summative Assessment
Austin's Butterfly: Building Excellence in Student Work - Models, Critique, and Descriptive Feedback

Characteristics of Effective Descriptive Feedback

  • Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement
  • Occurs during learning, while there is still time to act on it
  • Addresses partial understanding
  • Does not do the thinking for the student
  • Limits corrective information to the amount of advice the student can act on
  • Discusses SPECIFIC steps students can take to make improvements in order to reach the learning goals

(Chappuis, 2009)

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differentiated instruction

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Use the Data to Differentiate Instruction so Students Achieve Learning Goals

When James Popham defines formative assessment, he states:

Formative assessment (assessment for/as learning) is a planned process in which teachers or students use assessment-based evidence to adjust what they’re currently doing.

In other words, if teachers or students are not leveraging results/data (from Socrative, Kahoot!, Plickers, etc.) to then differentiate instruction or learning, the app inspired dog and pony show does not qualify as a formative assessment.

Assessment OF Learning

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Digital Assessment Tools