Embedded Files
Assessment for learning is used before instruction is planned "so teachers can determine students' readiness to learn new knowledge and skills, as well as obtain information about their interests and learning preferences."
Growing Success, 31
WHAT ASSESSMENT FOR LEARNING ACTIVITIES ARE AND ARE NOT FOR
WHAT ASSESSMENT FOR LEARNING ACTIVITIES ARE AND ARE NOT FOR
ARE FOR
ARE FOR
focusing on what students DO understand
learning about how students think
determining what knowledge, skills, interests, and prior experiences students enter the class with
identifying where unfinished learning might exist
making plans for interventions to address unfinished learning or extend current understanding
ARE NOT FOR
ARE NOT FOR
focusing on what students DO NOT understand
sorting students into ability categories
justifying why students need to take a different course or pathway
AN EQUITABLE AND TRAUMA-INFORMED APPROACH TO ASSESSING PRIOR KNOWLEDGE
AN EQUITABLE AND TRAUMA-INFORMED APPROACH TO ASSESSING PRIOR KNOWLEDGE
🔥
🔥
Record observations about students' interests, readiness to work collaboratively, mindsets towards mistakes and struggle, etc.
Have all students complete a (or series of) brief screening activities over several days or spread out throughout the course and do not return these to students.
Organize prior knowledge data into "piles" to identify the background students DO enter with.
🔥🔥
🔥🔥
Record observations about students' interests, readiness to work collaboratively, mindsets towards mistakes and struggle, etc.
Have all students complete a (or series of) brief screening activities over several days or spread out throughout the course and do not return these to students.
Record notes about where students fall along a developmental continuum.
🔥🔥🔥
🔥🔥🔥
Record observations about students' interests, readiness to work collaboratively, mindsets towards mistakes and struggle, etc.
Have all students complete a (or series of) brief screening activities spread out over several days or throughout the course and do not return these to students.
Record notes about where students fall along a developmental continuum.
Plan targeted interventions to move students along a developmental continuum.
TIPS FOR ASSESSMENT FOR LEARNING OPPORTUNITIES
TIPS FOR ASSESSMENT FOR LEARNING OPPORTUNITIES
offer students multiple means of representing prior knowledge
ensure that screening activities provide an entry point for ALL learners
avoid language such as "You should have learned this in grade ______"
avoid screening activities that may feel like high-stakes assessments (i.e. timed, look/feel like a test, have a marking scheme)
do not return, grade, or offer written feedback on screening activities (the information is for you to help you plan next steps with the class, small groups, and/or individual students)
conference with students with special education accommodations to find out what has been most helpful for them in the past
encourage multilingual learners to use their primary language for translanguaging where appropriate
Page updated
Report abuse