3604 - Assessment Connections Matrix - Due March 6

Use the following matrix to record notes related to your assessment
philosophy and key assessment concepts from the course readings

and discussions.
Assessment Connections Matrix
My
Assessme
nt
Philosoph
y
Assessing students can occur in many different forms and at any time throughout a unit! One thing that is for
certain is that fact that assessment is and will always be an ongoing practice. The following list of statements
reflect my knowledge and beliefs about assessment:
- I believe that assessment is an ongoing that we as teachers constantly engage in. We assess students when conversing
with them. We assess students before, during and after lessons. Ongoing assessment is needed to constantly guide our
teaching and our students learning in the right direction.
- I believe that it is of utmost important that we assess students work based on curricular outcomes! If students do
not hand in an assignment it doesnt necessarily mean that he or she doesnt understand the concepts within the
assignment. If we give them a zero on such an assignment we are assessing their behavior rather than their knowledge
based no curricular outcomes. We need to constantly ask ourselves: Im I assessing their knowledge of the subject (for
example, when I give them zeros or when I give them bonus marks)?
- I believe that it is important for teachers to accurately assess students knowledge. We need to review our assessment
tools constantly and reflect on their usefulness time and again. We need to be teachers who constantly reflect on our
teaching practices to improve them for the future. We can start doing this by blueprinting some of our tests and take note
of how accurately they assess the curricular outcomes.
- I believe that formative assessments are just as important as summative assessments! Formative assessments
will allow our students to learn from their mistakes and correct them. Assessments for learning increase students success
rate at school. Assessment as learning is also an important notion as it helps students learn how to self-assess and
integrate it within their thinking throughout future assignments. Summative assessments are only fair once students
have been assessed formatively several times and have assessed themselves at least once.
- I believe that if a student doesnt do well in a certain area of a subject at the beginning of the course but later on he/she
shows definite improvement, we should not penalize this child for not knowing it earlier. Instead, we should give this
child credit for knowing it now.
- I believe that it is important to give students descriptive feedback when we assess their knowledge. If a student
receives a low mark on a math assignment without any useful feedback this child might not know what he or she did
wrong. Any type of feedback will bring success in the future!
- I believe that pre-assessments are useful for teachers to be able to see what students already know and where to start
the next lesson.
Assessment
Concept
Triangulation of
Assessment
Evidence
Sources
Davies, A. (2011). Making
classroom assessment
work (3rd Ed.). Courtney,
BC: Connections
Publishing.
Black, P., & Wiliam, D.
(1998). Inside the black
box: Raising standards
through classroom
assessment. Phi Delta
Kappan, 80(2), 139-148.
Summary
Application in my Planning
The reliability and validity of classroom

assessment increases through the collection of
evidence from three sources observations of
learning, products students create and
conversations with students (Davies, 2011).
Black and Wiliam (1998) confirm the
triangulation, stating that teachers can find
out what they need to know in a variety of
ways, including observation and discussion in
the classroom and the reading of pupils written
work (p. 140)
In my UAP, I have incorporated products in the

form of a quiz and a performance task, the
development of a checklist to note observations
during the student recycling skits and a chance to
converse with students during the formative
conferences to be scheduled prior to the
submission of the final performance task.
Formative/Assess
ment FOR
Learning
Summative/Asses
sment OF
Learning

BC: Connections
Publishing.
(2006). Rethinking
Classroom
Assessment with Purpose in
Mind.
https://moodle.uleth.ca/
201501/pluginfile.php/79
687/mod_resource/content
/1/Assessment
(2006). Rethinking
Classroom
Mind.
/1/Assessment

BC: Connections
Publishing.
SelfAssessment/Asse
ssment AS
Learning
(2006). Rethinking
Classroom
Mind.
/1/Assessment
This checks learning to decide what to do next

then provides suggestions of what to do.
Teaching and learning are indistinguishable
from assessment.
Designed to assist educators and students in
improving learning. Provides continual specific
and descriptive feedback as formal or informal
communication (Davies, 2011).
Formative assessment is specific feedback and
tells students about their learning (Davies,
2011). This feedback is then used to become
more successful in the future. It enables
teacher to determine next steps (2006).
Checks what has been learned to date (2006).

Is designed to provide information to those not
directly involved in daily learning and teaching
in addition to educators and students (2006).
Compiles data into a single number, score,
mark or comment as a formal periodic report
(2006).
It compares a students performance to the
learner outcomes for a grade level. It occurs at
the end of a topic and assesses students on
what they have learned up until now.
It occurs when students personally monitor
what they are learning and use the feedback
from this monitoring to make adjustments,
adaptations, and even major changes in what
they understand (2006).
Its an individual task self-assessment.
Students reflect on their work and make
judgments about how they can capitalize on
what they have done already.
Self-assessment helps students monitor their
learning and practice giving themselves
descriptive feedback (Davies, 2011). By selfassessing, students become more involved in
learning and learn more (Davies, 2011)!
In my future teaching practices I will incorporate

many formative assessments to check up on what
my students know and where I need to go with my
future lessons. I will incorporate exit slips with
specific questions about what has been learned in
previous 2-3 lessons to see how well my students
are grasping the concepts. Also, I will have
students do math question and take them in for
formative assessment. I will return these questions
with feedback for the student so that he/she will be
able to revise the work or improve future work.
During class time I will also formatively assess
conversations and answers from students. I will
incorporate quizzes for understanding (Q4Us)
regularly to find out what my students know (not
for marks). Once a class is over I could have every
student tell me one thing they learned (or answer
one question I have) while walking out of the door.
The main forms of summative assessment that I
would include within my planning are tests/exams,
some quizzes and a performance task. Summative
assessments will be used as a final way to know
what students have learned throughout the
unit/year. Summative assessments are important
but at the same time they should not be the only
type of assessments we do. I find it important to
sort of already have an idea of what students know
before the test based on the formative pieces of
assessment.
I will incorporate activities such as the stoplight
activity (Yes I know it, somewhat, no I dont)
throughout my planning to see how well students
think they know certain concepts. Also I will use
student self-assessment as a tool that will train
students to self-assess automatically in the future
while they are doing other assignments. I could
incorporate self-assessment within exit slips by
asking students to fill in what they have learned
and a question they might have. Also, I might have
students mark their own work (and improve it)
before handing it in to me for a final mark. I
definitely find it necessary to teach student how to
self-assess before expecting them to be good at it
and be able to do it in a timely fashion. KWL charts
are also a great way for students to assess their
knowledge before the unit and then after the unit.
3604 Evaluation Class
Test design (incl.

test wiseness)
Pre-Assessment
Rubrics
Smith, B. S. (2015). Teaching

Secondary Mathematics:
Techniques and Enrichment
Units. New York: Pearson
Education Inc. P 231-259.
Hockett, Jessica A. (2013).

Turning on the Lights: What
Pre-Assessments Can Do. P.
50-54.
Smith, B. S. (2015). Teaching

Secondary Mathematics:
Techniques and Enrichment
Units. New York: Pearson
Education Inc. P 244.
Tests need to be designed in a fashion that fully

assesses a students knowledge without giving
students the capability of answering questions
without knowing the material.
Content Validity the test must measure what
we want it to measure (2015).
Test Reliability indicates test accuracy and
refers to whether a test is consistent in
measuring what it measures (2015).
Pre-assessment is a way to gather evidence of
students' readiness, interests, or learning
profiles before beginning a lesson or unit and
then using that evidence to plan instruction
that will meet learners' needs. Useful preassessments are administered just before
lessons or units to test what a student already
knows. Teachers need to focus their preassessments on measuring a students
understanding of at concept rather than only
testing for their knowledge or skills. It
provide[s] the most up-to date information
about students strengths and needs (2013).
Rubrics should clearly explain how a students

work is being evaluated. By looking at a rubric
students should know what is expected of them
(especially after a teacher reviews it or creates
it with them).
Analytic vs. Holistic: Analytic rubrics break the
task into specific assessment categories and
evaluate each category separately. A holistic
rubric considers the product as a whole.
Students receive one score based on various
criteria (2015).
In my future planning I will create tests and quizzes

that require students to know what they have
learned in the lessons that I have taught. I will
make sure that students cannot pass a test only
because they have test wiseness and took
advantage of my grammatical errors and failure to
check it twice. I will make sure that my tests are
created so that they correctly assess my students
knowledge based on the intended learning
outcomes. Each question within my tests will be
assessing a specific outcome. Also I will try to
blueprint my tests so that I know for sure that they
are a fair assessment of my students knowledge.
I will definitely incorporate pre-assessments within
my planning. I will find out what students know of
a new topic before I start a unit so that I will know
where to start the unit (rather than unnecessarily
reviewing things over and over again or rather
than starting the unit at a level that is way too
high). Pre-assessments help me see where my
lessons will need to go but at the same time it will
help students see what they will be learning. Later
in the unit I will have students look back at the
answers they provided on the pre-assessment and
possibly answer them again (taking note of what
they have learned since the beginning of the unit).
I will set aside time throughout the unit to
review/explain the rubrics that I have created so
that they are transparent to my students. I will
make sure that students know what is expect of
them so that they can then be assessed fairly (on
something that we both agreed on). At times I
might also create a rubric together with my
students so that students feel like they own and
understand the rubric. This will again make it
easier for students to know what is expected of
them. For example, if students had to create town
containing buildings with certain volumes and a
water tower with a certain capacity I might find it
easier and more worthwhile to take the time to ask
students what I should include in the rubric so that
they know exactly what I am expecting.

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Use the following matrix to record notes related to your assessment

philosophy and key assessment concepts from the course readings

Assessment Connections Matrix

The reliability and validity of classroom

In my UAP, I have incorporated products in the

Davies, A. (2011). Making

Davies, A. (2011). Making

This checks learning to decide what to do next

Checks what has been learned to date (2006).

In my future teaching practices I will incorporate

3604 Evaluation Class

Test design (incl.

Smith, B. S. (2015). Teaching

Hockett, Jessica A. (2013).

Smith, B. S. (2015). Teaching

Tests need to be designed in a fashion that fully

Rubrics should clearly explain how a students

In my future planning I will create tests and quizzes

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