assessment for learning
assessment for learning
Embedded Files
'Assessment is the process of gathering information that accurately reflects how well a student is achieving ... The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. '
Growing Success, 2010
"Triangulation of evidence is the collection of evidence of student learning from a variety of sources that allows teachers to consistently and better understand what students know and can do in relation to the curriculum. Evidence of student learning is collected when students do, speak and create while engaged in rich learning opportunities. Evidence is gathered from a combination of conversations, observations, and products (i.e., COP)."
The primary purpose of assessment is to improve student learning. One of the most effective tools educators can use to assess student growth is their eyes. Through daily interactions with students, educators adjust their instruction and feedback from moment to moment. For students with special needs, evidence of learning collected through observation will comprise a great deal of their assessment data. Educators are frequently providing feedback (possibly through prompting) to students as they interact with their learning environment, but it is important to make a distinction between what a student needs support to do versus what it is we are hoping they will learn each day.
All educators need to have a clear understanding of what the learning goals are for the student so that they can provide feedback and/or support to the student. Our observations need to focus on the learning goals and collecting evidence of the student's growth towards the achievement of these goals.
Practicing Observations
Practicing Observations
Elementary Video
Elementary Video
You will be watching the above video twice. Read the instructions below to direct your observations.
First Observation
First Observation
Watch the video of these students.
List behaviours that you notice most of the students are demonstrating.
What skills would a student need to be able to participate in this lesson?
Can you tell the learning goal from viewing the video, or would you need to be directed to know the goals the educator is working on?
Second Observation
Second Observation
Watch the video of these students again.
Select a single student to observe throughout the video. Look for the following skills:
looking towards the instructor
looking at other students for cues
walking backwards
Did looking for these specific skills change how you approached your observations?
Secondary Video
Secondary Video
You will be watching the above video twice. Read the instructions below to direct your observations.
First Observation
First Observation
Watch the video of this student.
List behaviours that you notice the student demonstrating. Try to describe the behaviours in terms that are observable (you can see or hear the behaviour).
Can you tell the learning goal from viewing the video, or would you need to be directed to know the goals the educator is working on?
Secondary Observation
Secondary Observation
Watch the video again.
If the behaviours we were looking to achieve were:
remaining seated for more than a minute;
getting your own drink;
remaining quiet while waiting for help;
how would this change your perspective about the student's performance on her learning goal?
The purpose of engaging in the observation activities above is to demonstrate the importance of knowing what we are looking for. Reminding staff that the IEP goals are the focus of our assessment observations can help educators support the student in their learning.
professional resources
professional resources
Read through the Triangulation of Evidence Knowing Guide with particular attention to the importance of knowing what the learning goal is and how to notice and name evidence of the achievement of the learning goal.
All educators engage in noticing and naming learning goals in students. For some students this may sound like, "I noticed that you worked independently on your assignment for 15 minutes." For other students this may sound like, "Good waiting."
Collecting data on student progress will support the development of a student's program.
Reflect with your colleague your understanding of the importance of knowing the learning goal before you document your observations.
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