"Learning is not the product of teaching. Learning is the product of the activity of learners."
"Learning is not the product of teaching. Learning is the product of the activity of learners."
-John Holt
Embedded Files
Assessment of Instruction
Assessment of Instruction
When creating lessons, I take students’ cultures, backgrounds, levels of knowledge/skills, and learning styles into consideration and provide multiple means of access to materials. I also apply a variety of assessment methods to measure the knowledge gained by students and to improve student learning.
Informal and Formative Assessments to assess the need for adjustment in instruction to increase student learning.
Examples:
In-lesson poll or "1-5 in the chat":
If these show that students did not grasp the desired concept, I adjust my instructional plans and seek suggestions from students.
I revisit the material using student suggestions and different approaches/tech tools, etc.
I must ensure that the method of instruction is not the reason the topic is difficult for students to grasp.
Weekly check-ins: I ask students to reflect on their learning and I ask for feedback on the lessons (material and way it was delivered).
Progress Report for teacher:
End-of-semester student feedback:
Examples used in my classes:
Examples used in my classes:
Assessment FOR Learning
Assessment FOR Learning
“The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there." Growing Success (p. 144)
GOAL: to allow students to practice skills and apply knowledge.
Cycling through the 4 skills of the FSL curriculum allows students multiple opportunities to demonstrate learning, knowledge and improvement.
Assessment.pdfExamples used in my classes:
Examples used in my classes:
Level A2 - B2
- K - W - L Chart
- S - V - A
- Mind Maps
- Checklists
- Observation Notes
Differentiated Assessment
Differentiated Assessment
Equitable and Inclusive Assessment (Growing Success)
Equitable and Inclusive Assessment (Growing Success)
Philosophy:
I use triangulation of data (observations, conversations, products) and UDL principles to provide multiple entry points for success.
I centre equity by embedding student choice, culturally relevant texts, and multiple ways of demonstrating learning.
Example:
STAR format
SITUATION - In all classrooms, I observed that relying solely on traditional assessments, such as written tests, did not fully capture the diverse learning styles and abilities of my students. Some students excelled in oral discussions or practical applications but struggled with written evaluations. This highlighted the need for a more comprehensive assessment approach to accurately reflect each student's learning.
TASK - My objective was to implement an assessment strategy that aligned with the Growing Success policy, which advocates for the triangulation of data—collecting evidence of student learning through observations, conversations, and student products. This approach aims to provide a more holistic and equitable evaluation of student achievement.
ACTION - To achieve this, I diversified my assessment methods:
Observations: I incorporated activities such as group work, presentations, and classroom discussions, allowing me to assess students' comprehension and engagement in real-time.
Conversations: I conducted regular one-on-one and small group conferences to discuss students' understanding, provide feedback, and set learning goals.
Student Products: I assigned various tasks, including essays, creative writing, multimedia projects, and portfolios, enabling students to demonstrate their learning in multiple formats.
RESULT- This triangulated approach led to a more accurate and comprehensive understanding of each student's abilities. Students felt more valued and motivated, knowing that their diverse skills were recognized. Moreover, this method allowed for timely and personalized feedback, fostering continuous improvement and more in-depth learning.
Assessment AS Learning
Assessment AS Learning
“The process of developing and supporting student metacognition. Students are actively engaged in this assessment process: that is, they monitor their learning; use assessment feedback from the teacher, self, and peers learning to determine next steps; and set individual goals.” GrowingSuccess (p. 143)
Knowledge of cognition includes knowledge about oneself as a learner, knowledge about learning strategies, and knowledge about why and when to use a given strategy.
Regulation of cognition includes the ability to plan, monitor, regulate and evaluate your learning process.
Centre for Teaching Excellence
GOAL: to develop student METACOGNITION.
Examples of tools I use in my classes to promote METACOGNITION:
Examples of tools I use in my classes to promote METACOGNITION:
Metacognition:
- Quizzes
- Worksheets
- 1:1 Conferences
Feedback:
Metacognition:
- Self-reflection (French)
- Self-reflection (English)
- I can statements
- Critères: Je peux
Metacognition:
Assessment OF Learning
Assessment OF Learning
“For Grades 1 to 12, all curriculum expectations must be accounted for in instruction and assessment, but evaluation focuses on students’ achievement of the overall expectations.” Growing Success (p. 38)
GOAL: to provide the student with a mark that will inform the student and other interested parties of the student's relative achievement with respect to the course curriculum.
- Conversations
- K - W - L Chart
- Reflections
- DELF Activities
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