Assessment

Winter 2023 - 4th Year

Goal: My goal for assessment in my final practicum is to enhance my skills in administering and collecting assessment data by collaborating with students to create rubrics and implementing self-assessments and timely feedback.

Growth: This has been the youngest grade I have taught in my practicums so I was unsure of how to go about co-creating accurate rubrics with students, however I was pleasantly surprised with how effectively they were able to vocalize what each level of our target should be. We also utilized various rubrics for students to use when they self assessed their own work. I had one for writing that was attached to all of their formal writing prompts and on the board for any other writing tasks. For our cross curricular inquiry project, we used an Indigenous formative assessment framework (seed - beginning, sapling - developing, sprout - well developed, and tree - mastery).

Persuasive Paragraph Writing Rubric

Here is a link to the class created writing rubric.

Fall 2021 - 3rd Year

Goal Before Practicum: My goal regarding assessment this semester is to create a variety of assessment tools that align with my learner outcomes. I want to broaden my horizons on the types of assessments I use, which I hope will help me in better understanding my students, as well as providing them with effective feedback.

Growth: Throughout the 5 weeks of practicum, I learned so much about assessment in regard to each student's individual abilities and growth. In my second year, I completed a course about assessment that introduced me to the concepts of building rubrics, portfolios, checklists, self-assessments, and so on. In teaching 50-100% over the past few weeks I was able to fully dive into experimenting with the creation of my own assessment tools. I primarily focused on using formative assessments, such as anecdotal checklists and exit tickets. I had a wide variety of learning needs in my practicum class and because of this, I was tasked with creating assessments to match their differentiated learning. I also was able to witness first-hand just how important it is to include students in the assessment process. For one of our assignments, I created a 4 point rubric in collaboration with the students. The difference that this made in their production of work and understanding of expectations was tremendous.

Future Goals: A future goal that I am setting for myself is to incorporate more summative assessment tools into my practice. I would also like to explore more long-term and annual assessments, such as report cards, and how PowerSchool is used for this.

Winter 2021 - 2nd Year

Linked on the right is my Assessment Dossier in which I created a grade 4 writers workshop on procedural writing. This assignment helped me to “create multiple and varied assessment tools that align with outcomes” (A3) while focusing on the ways in which formative and summative assessments differ yet can still go hand in hand.

This assignment was very intriguing for me as I realized how many different factors come into play when creating an assessment tool. The consideration of reliability, validity, and fairness should always be at the forefront of assessment as well as determining what decisions will be made from the assessment results.

Goal: My goal for my Fall 2021 practicum is to develop a diverse range of assessment tools that align with student and classroom needs that also allows me to better understand students and make concrete instructional decisions.

Assessment Dossier

My Assessment Dossier

Fountas and Pinnel Recording Sheets .pdf

Fountas and Pinnell Recording Sheet Practice Assessment

Fall 2020 - 2nd Year

In my language development and literacy course this semester I was introduced to the Fountas and Pinnell Benchmark Assessment System. Though I have not been able to practice on students yet, I have assessed my classmates and family through role playing and I was impressed with how much one can learn about a readers habits with using this tool. As a teacher using this tool, you must be very attentive to every sound, pause, and mistake no matter how large or small that a reader makes.

This is a tool that can be used as a formative or summative assessment to identify instruction and independent reading levels. I envision myself using this kind of assessment regularly for tracking the progress and growth of students and ensuring they are still reading at an appropriate level. I appreciate this resource for the reason that although it is standardized, it provides a detailed profile of a student's reading customs and practice and can be passed along to future their future teacher knowing it will be universally understood.

Goal: The goal I am setting for myself is to gain more practice using the Fountas and Pinnell BAS, as well as expose myself to and learn more about other BAS and LLI systems.

Winter 2020 - 1st Year

In creating my first lesson plan this semester, I was also tasked with creating my first assessment tool. This was much more challenging than I had initially presumed. Deciding what would be fair as well as not too time consuming so I could still be present. The tasks that the students were assigned had no right or wrong answer so I decided the best way to formatively assess them was through a checklist. I was looking for 3 main factors: overall understanding, completion, and in-depth, detailed responses.

At the beginning of my lesson I began by asking the students prompting questions on the topic, I also implemented "think, pair, share's" throughout so I could observe their prior, overall knowledge. I had two items for the students to complete: a worksheet as well as their piece for our class poster. And lastly the students had to write a personal response connecting our topic to a life experience, which gave me further insight into their understanding as well as their ability to give an in-depth response.

Goal: My goal is to further explore other assessment methods, such as exit slips or self-assessments.

Attached to the photo is a link to my checklist assessment tool from my first lesson.

An exit ticket similar to the one my mentor teacher used for the beginning of their multiplication unit.

Fall 2019 - 1st Year

In my Montessori grade 4/5/6 field experience classroom, my mentor teacher steered away from tests. She would often look to other forms of summative assessment at the end of a unit, such as extension projects. These would typically only take up one class as a test would, but allowed the students to artistically demonstrate their understanding. This could be anything from a poster to a collage, or even a short video/skit; the students were allowed full creative control. Though there were times tests couldn't always be avoided. In these cases the students were given a short test, yet it was called a "show what you know". The name change took away the pressure and anxiety that comes with testing.

A tool I observed being used for formative assessment were exit tickets. These were a quick way to gain awareness of where a student was sitting after an individual lesson. After reviewing the tickets, the next lesson would often have to be altered to accommodate their current understanding.

Goal: I hope learn more about how to determine what a child should be formally assessed on compared to what should just be assessed for teacher observation.

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