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Plan assessment for learning

Assessment is an integral part of learning. Good assessment
takes into account learning styles, strengths, and needs. It is
exible and reects a students achievement against a set cri-
teria, not against another student. Effective assessment takes
place over time and is varied in its approach.
Assessment is not an add-on and it is not teacher-centred.
Assessment is part of learning and that means it is an ongoing
part of every day.
For the teacher, assessment is the process of gathering
information about student learning that informs our
teaching.
For the student, assessment is the process that informs
them about their learning. Most often this feedback is
done through formative assessment strategies.
CURRICULUM INSERT
Identify the purpose of assessment
Assessment for learning directly inuences student learn-
ing by reinforcing the connections between assessment
and instruction. Assessment for learning occurs as a part of
everyday teaching and learning and uses information from
ongoing assessment to shape classroom teaching and learning.
Assessment as learning puts the students in an active role as
learners, using assessment information to self-assess, regulate,
and monitor their learning progress.
Effective assessment practices are responsive to the
strengths, needs, and clearly articulated learning destinations
of the students.
Decide what effective assessment looks like
Several things are visible in a classroom where effective assess-
ment is taking place:
Clear criteria for specic learning targets and goals (geared
towards each grade) are visible around the classroom;
Words, pictures, illustrations, and/or exemplars of student
work are posted around the classroom; and
Students are involved in collaborative assessment of their
work with peers and/or the teacher.
Decide what effective assessment sounds like
Ongoing feedback from the teacher and other students is
taking place;
Students are using the language of clear criteria to check
their own progress; and
Students are using student-friendly language when
assessing their work.
This curriculum insert focuses on assessment strategies that all classroom teachers will nd useful. It is
adapted from Learning Together: Successful teaching in combined grades, ETFOs new resource for teachers of
combined grades. Learning Together is available from shopETFO. Go to shopetfo.etfo.ca f Publications.
The contributing authors are: Kevin Goode, Teresa Kingston, Janet Millar Grant, and Lorellie Munson.
Assessment for Learning
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Students can take a proactive role in their learning
This is the core of a classroom that is student-involved. In
order to do this effectively, students need to know and under-
stand the learning targets and goals of each subject area.
Students must know exactly what they are learning and
why they are learning that specic target or goal. It is also
essential that the teacher guides and coaches the students so
they can develop ownership towards those learning targets and
goals. Students must know exactly what they are looking for
in order to understand how to use this feedback effectively for
their own learning.
Design assessment with flexibility
As students take more ownership over their own learning,
the teacher is involved more in coaching and guiding that is
geared towards a learning destination that is clearly under-
stood by both teacher and students. Assessment does not
focus only on content. It will focus on affective and responsive
assessment as well. Responsive assessment is built into the
day plan. Recording observations of what the students say and
do will help the teacher know what and how they are learning.
When the teacher plans around a big idea, the content, the
process, and the assessment all take shape. But each can change
as the learning unfolds. Each step of the assessment process
might take either student or the teacher in another direction.
Begin with the end in mind
An effective assessment plan must have learning goals and
targets clearly dened. In addition to this, teachers must dene
what success looks like so that students can achieve the learn-
ing goal. In order to work towards student-involved assess-
ment, the identied learning goals and dened success criteria
need not only to be shared with the students, but also to be
communicated in student-friendly language, so that there is a
common understanding of how to achieve those learning goals.
Use diagnostic assessment to inform teaching
Diagnostic assessment is designed to discover what children
know and what they are able to do. Use the KWL organizer as
a guide. The chart is organized around three headings: What
we already know; What we want to learn; and What we have
learned. Using diagnostic assessment effectively enables the
USE REFERENCE CHARTS
Ontario curriculum expectations can be displayed for refer-
ence and discussion as students learn. When students know
the standard they are aiming for, they are able to work
more effectively towards their goals. Goal-setting, which is
a major skill for effective life-long learning, then becomes
an integral part of each day.
Ontario Reading Expectations
1.4 Reading
Demonstrate understanding of a variety of
texts by identifying important ideas and some
supporting details.
Show what you know about a lot of different
types of books by looking at important thoughts
and ideas and nding proof in the book
Success Criteria
I told about the theme (main idea)
I told about the main characters
I told about the setting
I told about the problem
I told about the solution
I told about the beginning, middle and end
I told the story in order and used time
words (rst, second, then, next, after, last,
nally)
I used proof from the text (because)
I added important details
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CURRICULUM INSERT
combined-grade teacher to determine the teacher entry points
for every student.
As a result of using effective diagnostic assessments, the
teacher can immediately enter into the learning process with a
specic focus for teaching and/or for intervention. Intervention
can be most effective when it is timely and the student is
searching for the next step in the process. Consequently, diag-
nostic assessment is a vital part of the learning process as it
unfolds.
Let students take ownership over their own
assessment
Fundamental to the concept of effective assessment is the idea
that students will use assessments to help themselves learn
better. To make that happen, teachers need to teach students
how they can use assessment to help them learn.
First, students need to clearly understand the targets and
goals for that unit of study. Those targets and goals need to
be expressed in student-friendly language. Then, students need
to see how they are proceeding towards those targets and how
they will reach them.
Along the way as assessments are done, students need to be
aware of how to use that information for themselves to further
their own learning. Learning to work in partners from exem-
plars and samples, learning to give and take feedback from a
peer, and learning to restructure a project with the exemplar
in mind are all skills which need to be honed.
Once students understand how to involve themselves in the
assessment process, they can begin to take ownership over
it. They can decide for themselves when they need to stop
and review and when they need to attack a problem from a
different vantage point. They can decide for themselves when
they need the teacher or when a peer can help with the task.
Students can also take ownership over communicating their
learning achievements to their parents or guardians.
Student folders, learning journals, learning logs, and any
other record of learning designed by the student can be taken
home and shared. Many times the teacher will structure this
home reporting by giving student an interview question to take
home which can be shared the next day. It is all part of the
student being responsible for his or her own learning.
Develop a tracking system that works for you
The management challenge lies in tracking each students progress.
All tracking should be done in relation to the learning goals and
targets. Here are some tracking tips from experienced teachers:
Post commonly used feedback comments or next steps
on chart paper to use as a reference for students. This
saves you time writing down every comment. It is the
student who writes down the comment or next step;
Look for an effective way to track anecdotal comments
that is focused on specic learning targets/goals;
Teach students how to use other student samples or
exemplars to assess their own learning;
Provide students with prompts on how to provide
feedback and how to accept feedback; and
Use diagnostic assessment data that truly determines
what you will be teaching and assessing.
Clear communication is vital
Student-involved assessment is at the heart of effective assess-
ment. Thus, clear communication with students and their par-
ents or guardians is a key component to ensure that students
are involved and engaged in their own learning. This can take
place at the beginning of a new unit as well as during the unit.
Communication clearly shares the criteria for success with
students and parents or guardians in student-friendly language.
Such communication can take various forms:
Sharing the learning targets/goals;
Having student samples and student exemplars available;
Indicating the various steps for each learning target/goal;
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Primary (CHECKLIST) Assessment FOR Learning
Giving History a Face
Learning Goals
Learning goals are broken down into small, manageable
chunks. Each chunk is introduced through classroom
mini-lessons and consolidated in small-group, guided
practice opportunities.
With teacher support and instruction, students gradually
build upon their knowledge and understanding over time
to independently achieve their learning goals.
Communication of Learning Goals to Students
Use of performance standards with picture
representations and/or hands-on analogies that explicitly
connect students to the target or learning goal.
Student-generated anchor charts that are clearly posted
in the classroom for easy student reference.
Learning goals that are framed using student-friendly
language and provide explicit step-by-step explanations
and procedures about thinking and development of
learning goals.
Display student work that has met the target alongside
the performance standard
Student Self-Assessment
Ongoing teacher- and student-led reection about what
a Level 4 looks like.
Whole-class assessment and discussion of a variety of
students work Does this piece meet our target? How
could this student improve to better reach our goals?
Student-generated rubric and/or checklist based on the
performance standard that allows students to monitor
their own progress and development as learners.
Use of Diagnostic Assessment
Use diagnostic assessments to guide the creation of the
learning goal. This assessment drives instruction, future
learning goals and immediate next steps.
Use picture representations and/or graphs to involve stu-
dents in looking at the diagnostic assessment as an indi-
cator of where we are and where we want to go. Continue
to use these pictorial representations throughout the
learning goal to capture and celebrate student progress.
Identify goals and next steps for students learning based
on the diagnostic assessment.
Corresponding on how parents/guardians can support
their child at home; and
Providing immediate and focused feedback to students.
Practice self-reflection as you proceed
As you proceed with assessment, whether at the planning stage
or during the unit, ask yourself the following questions:
Am I clear about the goals for learning?
Have I provided examplars of what it looks like?
Have I communicated the goals for learning to the
students?
Are the goals expressed in student-friendly language?
Have I aligned the learning goal to the appropriate
method?
Did I create diagnostic assessments that truly assess
what the students know and want to know?
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