The way we value and judge student achievement is changing. Our past methods are proving to be a barrier now because of what we have come to know through practice and research about how students learn and grow best.
ASSESSMENT FOR LEARNING (AFL)
ASSESSMENT FOR LEARNING (AFL)
Visit Raymer's Website to learn about Raymer's Learning Story - Inquiry Process & Learning Plan
http://www.ray.sd23.bc.ca/CLP/Our%20Learning%20Story/Pages/default.aspx#/=
http://www.ray.sd23.bc.ca/CLP/Our%20Learning%20Story/Pages/default.aspx#/=
Standards-based reporting is an example of assessment for learning. It is when teachers review the evidence of learning and make a professional judgment - an evaluation. The job of reporting in a standards-based system is to report on learning and achievement - the results of work habits, personal responsibility and learning. Limiting evidence of learning to marks from tests and quizzes that take place throughout a course may unfairly penalize those students who need the full allocated course time in order to learn. My goal is to continually seek to improve classroom assessment in order that it better support learning for all my students.
Think about the process involved in getting a driver's or pilot's license. Driver competency requires more than a simple test. The information that informs the professional judgment comes from three sources - a written test, observations while driving/flying and conversation about decisions he/she make - it is TRIANGULATED.
There are three general sources of assessment evidence gathered in our classroom: observations of student learning, products students create and conversations (discussing learning with students). When evidence is collected from three different sources over time, trends and patterns become apparent. Here are some examples of what evidence of student learning in our class might look like:
STUDENT ACHIEVEMENT
Student achievement is not evaluated (summarized) according to percentage scores in Language Arts, Mathematics and Social Responsibility (a component of Health & Career Education); rather, student achievement is evaluated according to performance standards as outlined by the Ministry of Education. Each learning task completed by a student will be appropriately assessed and achievement in relation to these standards will be translated into one of the following categories: Extending Applying Developing and/or Beginning
.
Please access more detailed info regarding BC Performance Standards with a "right-click" to open this link: http://www.bced.gov.bc.ca/perf_stands/
Think about the process involved in getting a driver's or pilot's license. Driver competency requires more than a simple test. The information that informs the professional judgment comes from three sources - a written test, observations while driving/flying and conversation about decisions he/she make - it is TRIANGULATED.
There are three general sources of assessment evidence gathered in our classroom: observations of student learning, products students create and conversations (discussing learning with students). When evidence is collected from three different sources over time, trends and patterns become apparent. Here are some examples of what evidence of student learning in our class might look like:
STUDENT ACHIEVEMENT
Student achievement is not evaluated (summarized) according to percentage scores in Language Arts, Mathematics and Social Responsibility (a component of Health & Career Education); rather, student achievement is evaluated according to performance standards as outlined by the Ministry of Education. Each learning task completed by a student will be appropriately assessed and achievement in relation to these standards will be translated into one of the following categories: Extending Applying Developing and/or Beginning
.
Please access more detailed info regarding BC Performance Standards with a "right-click" to open this link: http://www.bced.gov.bc.ca/perf_stands/
UBCO TEACHER CANDIDATE QUALITY ASSESSMENT PRESENTATION - APRIL 2017
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File Size: | 3824 kb |
File Type: | ppt |
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