Assessment

Practicum Goal: 

Reflects on assessment data with students, parents, and colleagues to support reasoned judgment about the evidence used to report the level of student learning (TQS 3c).

Previous practicums have often posed challenges in the reflection on assessment data due to shorter timelines. However, in anticipation of the upcoming practicum with an extended duration, there's a sense of eagerness to delve deeper into the reflective process. The longer timeframe offers an opportunity to engage in more comprehensive discussions about assessment data, fostering a richer understanding of student learning. It allows for more nuanced conversations with students, providing valuable insights into their progress. Additionally, the extended period opens avenues for meaningful dialogue with parents and colleagues, creating a collaborative atmosphere for informed decision-making based on a holistic assessment perspective. 

Demonstrated growth: Throughout the practicum, I have demonstrated significant growth in my consistent use of formative assessment practices. By regularly assessing student progress through formative assessments, I have gained valuable insights into their learning needs and progress. This consistent use of formative assessments has allowed me to make informed instructional decisions and provide timely feedback to students to support their learning journey. Moreover, I have actively engaged in reflection on assessment data with students, parents, and colleagues, supporting reasoned judgment about the evidence used to report the level of student learning. This growth reflects my commitment to using assessment data effectively to inform instructional practice and support student learning outcomes.

Future goals: Moving forward, I aim to continue refining my assessment practices, with a focus on integrating a wider range of formative assessment strategies to provide a more holistic view of student learning. I aspire to deepen my understanding of how to effectively use assessment data to differentiate instruction and meet the diverse needs of all students. 

Pre-Practicum Goals: One of the things I have always found difficult is ensuring that every student knows what is expected of them so they can aim to achieve learner outcomes. I find it doubly difficult to not overcomplicate this area of assessment, and to make it transparent for both myself and my students. As such, my goal for this semester is to adequately "develop learner understanding of learning goals and achievement expectations to promote self-monitoring" (TQS 3a, 3c).

Demonstrated growth: As I reflect on my goals from the beginning of the semester, I am happy to see that there is observable improvement. I actively sought to provide clear and honest expectations of students for every activity. As such, I found myself embedding expectations for every activity both after explicit instruction and within assignments (artifacts). I also made these checks interactive and allowed students to track it for themselves. While this was the growth I observed from my initial goal, I would say that I had growth in other areas of assessment as well. I often did classroom formative assessments and offered exit-slips after most lessons. 

Future goals: Assessment for this practicum was my outlined area for growth. MT:  “The main piece of feedback for Jaiden moving forward is around student assessment and providing timely and specific feedback. She often will do quick check-ins with students in the form of class discussions and thumbs up/down to get a sense of where the class is at. I think Jaiden should continue to do this, while also including more one-to-one or small group check-ins in the form of conversations and/or showing what they know. I believe this will give her a stronger understanding of where individual students are at, rather than just the class as a whole.” I agree that my future concentration will be assessment and finding ways to actively engage with providing timely and actionable feedback to students; this is a challenging task that I am eager to take on. Through the use of pedagogical theory, anecdotal evidence, guidance, and examples from my peers and mentor teachers, I look forward to improving my practice in this area.

Growth: Our Assessment Dossier assignment was an incredibly comprehensive look at assessment. We were able to “create multiple and varied assessment tools that align with outcomes” (A3, TQS 3c), “develop learner understanding of learning goals and achievement expectations to promote self-monitoring” (A4, TQS 3a, 3c), and by proxy “use varied and relevant assessments to identify learner needs and adjust instruction” (A2, TQS 3c). Following our lessons and practice linked to the assessments we created, we were able to “reflect on assessment data with students, parents, and colleagues to support reasoned judgment about the evidence used to report the level of student learning” (A6, TQS 3c). 

Goals: My goal for assessment in the upcoming year is to become better versed at providing timely feedback to my students. I think it may be overlooked, especially in lower grade settings, but having the chance to hone in on this skill and make my feedback more explicit to my students would be incredibly valuable. 

Strategies: My objective may be best accomplished by developing a deeper grasp of various ways to effectively give timely feedback, how to streamline those processes,  and practising their usage. Additionally, I can continually reflect on the evaluation tools I use and actively seek feedback from those affected by them. 

Growth: Throughout my tutoring case study, I was offered the opportunity to complete baseline assessments and then return to them at the end of the term. I was then able to "reflect on assessment data with students, parents, and colleagues to support reasoned judgment about the evidence used to report the level of student learning" (A6, TQS 3c). 

Goals: I feel that this assessment has offered be invaluable insight into not only the efficacy of well-planned lessons and instructional design, but also into the power of integrating summative assessment when appropriate. A goal of mine is to effectively integrate formative assessment tools in an active classroom setting so as to obtain a more comprehensive evaluation of student learning. 

Strategies: My goal may be best met through an enriched understanding of different formative assessment tools, and practicing implementation of these tools. I can also consistently reflect on the assessment tools I am using and work to remain aware of ways I can improve and innovate therein. 

Semester TQS & Program Outcome Guiding Competency: Demonstrates a Professional Body of Knowledge.

Initial Goals: This semester I will be applying my foundational knowledge of assessment as garnered from EDUC1231, and building it into practical forms. I intend to learn more about the application of formative assessment and look forward to developing a deeper understanding of techniques and strategies to achieve this. My ultimate goal in the area of assessment is to have the ability to create and utilize assessment tools that will be consistent, reliable, and equitable for students.

Growth: In the area of assessment, we looked at an array of assessment tools and the different forms of assessment, namely formative and summative. We have looked at the importance of remaining conscious of our program of studies outcomes, as well as the importance of communicating these to our students when appropriate. In that respect, we have come to recognize the interconnected nature of assessment both during, before, and after a lesson occurs. Within my lesson plan, I created an assessment tool that allowed me to understand and apply my new strategies for effective assessment. 

Strategies: My strategy for creating assessment tools this semester was largely guided by the philosophy that when students “have a set clear criteria, and are free to meet those criteria in ways that require ingenuity; they will take a deeper interest in coping with the problem” (Edmunds et al., 2015, p. 86). Furthermore, my assessment tools allow for a student-centered approach, as I learned and grew in the area of last semester. I want to give my students the best opportunity to understand what is being asked of them, and will make it clear to them what they should be taking out of the lesson. I believe that this will ultimately give them the best opportunity to develop a strong understanding and contextual learning that will serve them beyond the classroom.

Growth: This semester we looked at assessment and its role in the classroom. We explored the different types of assessment which can guide student learning and teachers instructional planning. These different types of assessment include formative assessment (assessment for learning ), summative assessment (assessment of learning), as well as assessment for the purpose of accountability. Furthermore, through our understanding of learning environments, we came to understand the importance of assessment centred environments as they provide opportunities for feedback, reflection, and revision. Finally, we delved into the importance of peer-assessment as a form of constructive feedback which can aid in student success.

Goals: I look forward to learning more about effective strategies to monitor student development and progress, and take it as a very critical part of an educators job to provide rich assessment opportunities that will harbour deeper understanding. 

Strategies: Some strategies for cultivating an assessment centred environment include providing students with timely, descriptive and positive feedback; as well as allowing students to set goals, and reflect on these goals so as to establish the next steps in developing effective learning strategies. Another very important strategy, is staying actively engaged in assessing your classroom outcomes as the instructor, but also allowing your students to also be involved in the process.