Co-Assessing
“The important question is not how assessment is defined but whether assessment information is used.”
Palomba and Banta
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Since academic and behavioral success is the goal for all students, intentional planning for assessments to guide instruction is an essential component of co-teaching. Planning for effective instruction requires beginning with the end in mind, what do students need to know and remember? Many co-teaching teams begin planning a new unit of instruction by first looking at the summative assessments used to assess student learning, such as unit or benchmark tests; these may be created by the co-teachers, a professional learning community at the subject/grade level, or the local school division. Taking advantage of two sets of eyes on the data allows for the development of varied and frequent formative assessments other than paper and pencil quizzes. Using this data results in targeted, small-group reteaching promoting content mastery for every student. Co-assessing completes the cycle of co-planning and co-instructing to reach the goal of academic and behavioral success for all students.
Formative vs Summative Assessments
Formative vs Summative Assessments
What are the main differences between formative and summative assessments? Knowing their purpose and keeping their roles in mind for both the teaching and learning process are key for co-teachers. (3:56 min)
Co-Assessment; The What, Why & How
Co-Assessment; The What, Why & How
From ReadySetCoteach, these co-teachers share their collaborative process of collecting student performance data and what they do with it .
Let's Talk About Co-Assessment RSC Vlog
Resources to Consider for Co-Assessing
Resources to Consider for Co-Assessing
active-learning-strategies.pdfStrategies to Support Active and Collaborative Learning
Strategies to Support Active and Collaborative Learning
Additional Resources
Additional Resources
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