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Assessment as/for/of Learning
Below are assessment strategies and templates for both educators and students to map and monitor learning progress or achievements.
Below are assessment strategies and templates for both educators and students to map and monitor learning progress or achievements.
How to Create Learning Goals & Success Criteria?
How to Create Learning Goals & Success Criteria?
To assess students learning, students need to know what they need to learn. To communicate this, Learning Goals are required at the start of learning. Teacher can deconstruct Ministry expectations with students and co-reconstruct them into learning goals, which are more student-friendly, so they can understand their learning goals better.
How to Design Learning Goals-based Authentic Assessments.pdfUnit Learning Goals template.pdfAdditionally, to monitor learning progress, students need to know the checkpoints indicating where they are in their learning of specific learning goal and whether they have achieved it. To communicate this, Success Criteria are required also at the start of learning. Once the Learning Goals and Success Criteria have been constructed and agreed upon, they can then be organized in a table for both learners and parents or guardians to use as learning reference.
Success Criteria can be measured as shown.
While every learning goal should be assessed using all eight success criteria suggested, learning tasks may or may not use all eight success criteria for assessment depending on the focus of the instruction. There may be more than one learning tasks per learning goal. The success criteria can be further be broken down to specific look for to have the learning content and skills specific to the learning goal. This will also provide students with clearer expectations and focus when they are learning.
LGs Success Criteria template.pdfGuidelines for Collecting Evidence.pdfHow might Learners monitor their learning journey?
How might Learners monitor their learning journey?
To reflect on and track their own learning progress or achievements for a particular learning goal, students might need a visual showing the learning decisions made. To provide this support, Student Learning Map can be used. Teachers can also benefit from using this by surveying their choices of teaching approach.
This Student Learning Map is organized for the problem-based learning strategy. Its flow is read from left to right. If preferred, the sub-headings in the chart can be rearranged to sequence most suitable for your learners.
Below shows another format for creating Student Learning Map. In this case, it was specifically made for me and my SBI3U0 students to track their learning of the genetics processes unit. With this template, specific unit-related terms can be replaced by other unit-related terms or broader terms to generate a course learning map.
This Student Learning Map is actually interactive. It was intended to combine many of the assessment templates into one and calculate the final numerical mark, by clicking/touching the check boxes. I learned about the check box functionality from conversing to one of our Peel science teachers, Tracy Cook.
Student Learning Map template.pdfSBI3U0 Unit Learning Map.pdfHow might we capture our students learning for triangulation?
How might we capture our students learning for triangulation?
After communicating with students about their learning goal and success criteria, to capture evidence as they are learning, teachers can collect a variety of types of evidence (eg. conversation, observation and product) and assign a level using the templates provided. It is noted that not all students can be assessed during a learning task, through multiple learning opportunities, we should be able to obtain the evidence we need to evaluate students. For an alternative method of capturing student's learning evidence, see Assessments Tools & Technology.
Collecting Evidence of Student Learning.pdfTriangulation of Evidence of Student Learning.pdfCreating Learning Checkpoints using Google Forms
Creating Learning Checkpoints using Google Forms
To assess students for their learning, mini checkpoints in the form of quizzes are useful to have available. They provide immediate feedback on what students know and can do theoretically. Quiz questions can be input in Google Form and it will mark the answers and send the results to students. See Assessment Tools & Technology for how to create a quiz using Google Form
How to Design Performance Assessment Task?
How to Design Performance Assessment Task?
To accurately evaluate students learning, Performance Assessment Tasks where the learned skills and content can demonstrated in an authentic way should be used. In science, problem-based tasks that require students to innovate and/or investigate are most effective. Teachers must be able to demonstrate how the skills and content learned are relevant for students by modelling how they are used integratively when designing a learning task, assessment or evaluation. This will help students develop and refine their integrative and creative thinking skills.
How to Design Performance Assessment Task.pdfThe Learning Goals and Success Criteria being evaluated in an evaluation should be communicated to students in advance clearly. For reporting purpose, the levels of achievements can be assigned a mark. Since the conversion is ratio dependent, the allocated marks can be any integers as long as the intended weighting per learning goal is appropriate.
Ts OLGs evaluation rubric template.pdfGoogle Sites
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