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1F - Designing Student Assessments
1F - Designing Student Assessments
Good teaching requires both assessment of learning and assessment for learning. Assessments of learning ensure teachers know students have learned the intended outcomes. These assessments must be designed in such a manner that they provide evidence of the full range of learning outcomes; that is, the methods needed to assess reasoning skills are different from those for factual knowledge. Furthermore, such assessments may need to be adapted to the particular needs of individual students. An ESL student, for example, may need an alternative method of assessment to allow demonstration of understanding. Assessment for learning enables a teacher to incorporate assessments directly into the instructional process and to modify or adapt instruction as needed to ensure student understanding. Such assessments, although used during instruction, must be designed as part of the planning process. These formative assessment strategies are ongoing and may be used by both teachers and students to monitor progress toward understanding the learning outcomes.
Evidence of Component 1F
Evidence of Component 1F
Senior Practicum Capstone
Senior Practicum Capstone
The unit I designed and taught for my senior capstone project helped me practice the idea of "assessment of learning and assessment for learning." I had multiple assessments throughout this unit. The initial and summative assessments were graded following a rubric (see document attached below, pages 38-41). In-lesson assessments (see images below) helped me modify or adapt instruction as we moved through the unit.
These two images are examples of formative assessments used during instruction for learning. The image to the left was a sorting activity, one column being settings in which it is appropriate to be loud/noisy, the other column being settings in which it is most appropriate to speak in a soft voice. This tested the students' knowledge, but also helped them learn as they applied previous knowledge to knew situations, as did the assessment in the picture above.
Tiered Instruction and Assessment Project
Tiered Instruction and Assessment Project
By comparing two assessments of learning (post and pre), I was able to select interventions that would target the needs of my student. Because these assessments were designed to "provide evidence of the full range of learning outcomes," I was able to see relevant gaps in student learning and plan to "fill" those gaps.
Larson - Tiered Instruction and Assessment Project.docxPage updated
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