Artifacts Explained

            I have attached 6 artifacts, which can be found on their appropriate page. I have used each and every artifact either as a student or as a teacher. I believe that these artifacts represent a variety of ways in which a teacher can assess the classroom.

Assessment FOR:

            I have included a Kahoot quiz that I administered at the very beginning of my unit for my grade 10 class. The goal for this quiz was to see what knowledge the class have, prior to this unit. If I noticed students were especially weak in one question, I might focus more time on this subject. In addition, I was able to see what interests were by reactions to each question. This quiz was not for grades.

            I have also added a blank map of Canada. This map quiz could be used on the very first day of a grade 9 geography class. I took part in a quiz identical to this on my very first day of grade 9. This was used by the teacher to gauge our classes understanding on geography and I’m sure this gave him an idea on the pace and direction he would need to take in the course.

Assessment AS:

            I have attached an image of generic template for an exit ticket. Although this was not the exact template I used, I did use exit tickets several times throughout my placement. This told me what the students had learned and if I was unclear at any point during my lesson. This helped me to spend more time on certain topics and to move on, depending on what student answers were.

            I have attached a traffic light activity. This is a very simple way to see how students are feeling to certain topics during a unit or lesson. If the class is overwhelmingly thumbs up (green light), it is easy for the teacher to move on. If there are a large amount of students with a yellow or red light, the teacher will know to clarify things or to change instructional methods.

            Each of these forms of assessment are very simple to administer to the class and can help the teacher greatly.

Assessment OF:

            I have attached a unit test I administered during my first placement. This test covers each of the 4 major categories (Thinking, Application, Knowledge and Communication). These categories were not quite proportionate to each other due to the previous assignments used in the unit, creating an equal 25% balance. This test was used to evaluate students as a final activity for the unit.

            I have attached a rubric I used during my placement to mark presentations. The assignment was also a final activity during the unit, which was used for an application and communication grade. I wanted to show an alternative to a final test. Another alternative would be using a checklist rather than a rubric.

            I find each of these artifacts valuable to my own teaching. I have experienced each and every form and have seen how useful each can be, as well as my own preferences. I will continue to use each of these (in one way or another) during my own practice.

Instruction and Assessment are Interwoven to Support Learning

            It has become very clear to me that instruction and assessment are not independent, but are rather interwoven in the classroom. To be a great teacher, it is important to understand how to effectively interweave these two.

Describe the teaching/learning connection between instruction feedback and assessment.

            There can be a strong tie between instruction and assessment. Different forms of assessment can be used depending on the form of instruction used. For example, if a teacher uses instruction, the teacher may focus on assessment of knowledge. If the teacher has more of a group work oriented style of instruction, the teacher may look for communication skills. In addition, assessment might be delivered at different times depending on the instructional strategy. For example, programmed learning can give immediate feedback through the use of technology. In contrast, inquiry based instruction may use a longer-term form of assessment. Instruction is important in determining when and how teachers can assess students.  

How can a teacher use assessment for as and of to foster ownership of learning, goal setting and achievement?

            A teacher can use all forms of assessment to foster ownership of learning, goal setting and achievement. I think that it is important to be transparent with your students. The more transparent you are, the better off the class climate will be and the relationships with your students.

            Teachers can help students to foster ownership in various ways by using assessment. My associate teacher on my first placement shared with me his way to do this and it might just be the best way. My AT would create little portfolios of student’s learning throughout the semester. Prior to report cards, he would have a one-on-one conference with each student to discuss their progress throughout the semester. He would share with the student the grades throughout the class and ask them which mark they think was theirs. Students could take ownership on their own progress and identify exactly how they thought they were doing. My AT would then ask the student what their goal for the semester or even unit was. From here, both the student and teacher would have a clear idea of where the student is currently and where they would like to be. My AT would finally ask the student how they are going to achieve that goal. Now both parties have a clear idea and plan for the future.

            When I was a student, I did not have ownership such as this. I think a one-on-one conference would really give me the motivation and drive to improve because I have identified where I am and where I need to go.

Why is assessment important?

            Assessment is extremely important for both students and teachers. For one, students obviously want to know their grades throughout the semester and at the end. It is unfair for a teacher to assign a grade at the end of the semester without giving any progress reports or having the student understand where they are.

Assessment is used to create goals. Once students and teachers see where they stand in a topic or unit through assessment for and as, goals can be created and pursued for the remainder of the unit. For example, if a student gets a midterm mark of 50 and they want a 70, the teacher and student can come together and set an action plan to reach the goal.

I think assessment also brings transparency to the teacher and students. The more assessment and feedback that is provided, the better the relationships will be. Students cannot question the actions taken by the teacher because the class will be in a rhythm and students will soon have a sense of accountability.

In addition, teachers can speed up or slow down depending on the needs of the class. If it has been identified that the class does not understand concepts, the teacher should slow down or change teaching methods. This can’t be done without using assessment to see how students are doing.

From a teacher’s perspective, using assessment will be extremely important, especially if they are audited or have parents questioning why their kids are doing how they are. If a teacher can provide evidence of varying assessment techniques used, grades can be justified and null any argument.

How does it support learning?

            As I have previously stated, assessment helps students and teachers identify where exactly they stand. From here, the student can set goals and work towards them. In addition, teachers can modify their techniques to accommodate learning in the best way possible.

            Assessment really brings accountability to both students and the teacher. Once goals are set and needs are identified, it is up to the teachers to accommodate the students, and it is the student’s responsibility to follow through with their action plan.

What is Assessment?

               What is assessment? Throughout this course, I have learned that assessment is not the same as evaluation. As defined by in, “Interweaving Curriculum and Classroom Assessment”, Evaluation is “summative assessment conducted at the end of an instructional period to measure achieved learning” (13). For example, a teacher may evaluate a student’s performance on a unit test, ensuring the students have learned the intended goals. 

               Assessment on the other hand, “is now considered classroom-based and includes diagnostic and formative feedback during the instructional period to improve learning” (13). The text continues stating that, “Formative Assessment refers to strategies that make student learning visible so that the teacher as well as the student can take steps to improve performance” (14). Essentially, assessment is the continual feedback given throughout the course, from beginning to end, where evaluation is the ending actions reporting how the students have done. 

               Assessment has 3 separate categories: Assessment For, Assessment As and Assessment Of. Each of these forms of assessment are different strategies to help both the teacher and students to form a plan on how to best achieve the set goals. 

               Assessment For is assessment that is done prior to beginning a topic or subject, where teachers can get a sense of student’s previous knowledge. For example at the start of a grade 9 geography class, the teacher may give a map quiz to the class. This would give the teacher a sense of the abilities of the students and give the teacher a place to start. 

               Assessment As is assessment that is done during instruction. This important form of assessment is used to ensure the teacher that students are understanding concepts. If students do not, teachers can adjust their strategies. An example of assessment as is exit cards after a lesson. This would let the teachers know to what level students understand concepts being taught. 

               Assessment Of is assessment that is done after instructional periods, such as the end of a unit or year. This form of assessment can provide students with grades and shows where the students have progressed. An example of this form of assessment is a unit test. 

                It is important to note that all 4 categories must be met throughout the year and carries roughly the same amount of weight (i.e. 25% Knowledge + Understanding, 25% Thinking, 25% Communication, 25% Application).