Hello educators, professors, peers, parents and all who have stumbled upon my E-Portfolio! If you have made your way to this Assessment FAQ, you must have questions! Let me answer a few common wonders that you may have..
If you have any more questions or wonders about who I am as an educator and my beliefs about assessment, please email me at [email protected]
If you have any more questions or wonders about who I am as an educator and my beliefs about assessment, please email me at [email protected]
Now that we are all on the same page, let's explore some wonders you may have about my relationship with assessment...
What are my thoughts on assessment?
If you have viewed my philosophy on assessment, you will know some of my main beliefs about assessment.. If you have not, please let me explain some things I find important about assessment:
- Assessment NEEDS to reflect the learning styles of student - this may (and should) include CHOICE.
- this includes understanding the different learning styles
- Assessment needs to be authentic - relate to real life experiences
- Assessment needs to include students in it's production - students NEED ownership of their learning
- With my minimal experience in a grade 1 classroom, I understand that observing students as they work through assignments and orally communicating knowledge with the aid of visuals (physical representations of learning) and other manipulatives allow the students to thoroughly express their knowledge
- Assessment may look different than you would expect - oral questions, noting the amount of help students need on a problem, written responses... IT IS NOT ALWAYS TESTS.
- Assessment needs to work towards student growth. I am a firm believer that formative assessment needs to be the most present within the classroom.
What is the relationship between assessment, the classroom environment and instructional practices?
The answer to this question can relate to a circular process. For example, students need to be in a safe environment (free of judgement) to feel accomplish when submitting work for the class. They need to be supported and valued. THEY NEED TO BE SEEN!! Further, the students need to be engaged in a variety of ways to acknowledge all the learning abilities within the classroom. If students are heard/valued in the classroom environment and have been taught in ways that engages all learners, the assessments should mimic the students ability, are clearly communicated and work towards student success.Let me break this down...
Instructional strategies: Within the classroom, instructional strategies need to vary so all learning types can appreciate the knowledge. For example, giving ONLY verbal instructions will only work for some learners. Myself, I would appreciate written instructions (visual learner). If students were introduced to one kind of instruction, many students would end up failing as some may be unable to present their learning within a way that makes the most sense to them. Upon my experience in elementary classrooms, I understand that plenty of my instruction involves solidifying the students knowledge - which I did by bringing in physical objects or 'bringing the lesson to life.'
For example, I had students explore the shapes that rolled, slid or stacked. They did this by filling out a handout and exploring those properties in real life objects (3-D shapes).
Classroom environment: When students can see themselves in the learning (through ways of knowing, differentiating learning strategies, connecting to real life, etc.) they are more willing to engage in the activities. Once students see themselves in the classroom/content they begin to get a sense of belonging. Ensuring that students feel safe in their learning space is essential. When students feel safe in their learning environment, they will feel more confident to turn in work... which leads to the connection to assessment.
Assessment: Alike the instructional strategies portion, assessment needs to identify with the learning needs of the students with strong connections to the curriculum. In order for students to feel safe turning in assignments for assessment, they need to feel secure in the classroom. Through assessment, I can ensure that students understand what they are being marked in, how they can accomplish their goals and find a means that allows all students to show me their learning at the end and throughout a unit. Further, allowing students to be a part of the assessment conversation (how the assignment is being assessed - co-created with students) and providing authentic assessment options (choice in options of assessment that match all learning styles, interests and strengths of the class) will allow students to feel comfortable and safe in handing in the activities provided to them. Further, as I reflect on my time in a grade 1 classroom I understood that creating meaningful relationships in the classroom is essential in assessment. For example, when I assessed students knowledge on 2-D shapes orally some students would not engage in the conversation - I was not someone they felt confident and comfortable with as a newcomer in the classroom. This relates back to ensuring a safe, open and trusting classroom environment. To further this idea of classroom safety within assessment, students need to be aware of what they are to expect for assessment.
Instructional strategies: Within the classroom, instructional strategies need to vary so all learning types can appreciate the knowledge. For example, giving ONLY verbal instructions will only work for some learners. Myself, I would appreciate written instructions (visual learner). If students were introduced to one kind of instruction, many students would end up failing as some may be unable to present their learning within a way that makes the most sense to them. Upon my experience in elementary classrooms, I understand that plenty of my instruction involves solidifying the students knowledge - which I did by bringing in physical objects or 'bringing the lesson to life.'
For example, I had students explore the shapes that rolled, slid or stacked. They did this by filling out a handout and exploring those properties in real life objects (3-D shapes).
Classroom environment: When students can see themselves in the learning (through ways of knowing, differentiating learning strategies, connecting to real life, etc.) they are more willing to engage in the activities. Once students see themselves in the classroom/content they begin to get a sense of belonging. Ensuring that students feel safe in their learning space is essential. When students feel safe in their learning environment, they will feel more confident to turn in work... which leads to the connection to assessment.
Assessment: Alike the instructional strategies portion, assessment needs to identify with the learning needs of the students with strong connections to the curriculum. In order for students to feel safe turning in assignments for assessment, they need to feel secure in the classroom. Through assessment, I can ensure that students understand what they are being marked in, how they can accomplish their goals and find a means that allows all students to show me their learning at the end and throughout a unit. Further, allowing students to be a part of the assessment conversation (how the assignment is being assessed - co-created with students) and providing authentic assessment options (choice in options of assessment that match all learning styles, interests and strengths of the class) will allow students to feel comfortable and safe in handing in the activities provided to them. Further, as I reflect on my time in a grade 1 classroom I understood that creating meaningful relationships in the classroom is essential in assessment. For example, when I assessed students knowledge on 2-D shapes orally some students would not engage in the conversation - I was not someone they felt confident and comfortable with as a newcomer in the classroom. This relates back to ensuring a safe, open and trusting classroom environment. To further this idea of classroom safety within assessment, students need to be aware of what they are to expect for assessment.
What does my process of assessment look like in the classroom?
Assessment will look different in each unique classroom I am put in. However, the steps to understanding the necessary assessment would be relatively the same.
First, I would begin by getting to know and forming relationships with my students. This could be done through informal conversations and fun 'get to know me' activities. However, this could be done by teaching lessons and having conversations with students. Having conversations about the students learning is essential as an educator can get a better sense of the muddiest areas and their learning styles before assessment takes place. This could look like questions about the assignment or simply how the student feels about the learning that has taken place thus far.
Next, I would address the needs of the class to create effective formative assessments that the students can learn from. This may include peer/self assessment, exit slips, learning activities throughout lessons or a draft of a bigger project. The main aspect of formative assessment is that student can understand how they can improve, their next steps and allows students to put the knowledge in practice. Throughout this stage of assessment, students will be given NUMEROUS opportunities to explore the knowledge presented and practice it. They will receive feedback that allows them to understand and track their learning with improving steps
Then, I will ask students how they believe they should be assessed on the knowledge learned throughout a unit. Students need to be involved in the process to ensure that they can demonstrate their understanding. After a circle conversation, we will decide between pre-determined assessment practices and change them to fit the needs of all students. Then we will have an open discussion about how to reach success.
Lastly, students will be provided with a form of summative assessment (with a draft, if a project, that could be assessed and give the student feedback for final project) that matches the needs of the students. The results will be explained to the students and questions will be answered when they arise.
First, I would begin by getting to know and forming relationships with my students. This could be done through informal conversations and fun 'get to know me' activities. However, this could be done by teaching lessons and having conversations with students. Having conversations about the students learning is essential as an educator can get a better sense of the muddiest areas and their learning styles before assessment takes place. This could look like questions about the assignment or simply how the student feels about the learning that has taken place thus far.
Next, I would address the needs of the class to create effective formative assessments that the students can learn from. This may include peer/self assessment, exit slips, learning activities throughout lessons or a draft of a bigger project. The main aspect of formative assessment is that student can understand how they can improve, their next steps and allows students to put the knowledge in practice. Throughout this stage of assessment, students will be given NUMEROUS opportunities to explore the knowledge presented and practice it. They will receive feedback that allows them to understand and track their learning with improving steps
Then, I will ask students how they believe they should be assessed on the knowledge learned throughout a unit. Students need to be involved in the process to ensure that they can demonstrate their understanding. After a circle conversation, we will decide between pre-determined assessment practices and change them to fit the needs of all students. Then we will have an open discussion about how to reach success.
Lastly, students will be provided with a form of summative assessment (with a draft, if a project, that could be assessed and give the student feedback for final project) that matches the needs of the students. The results will be explained to the students and questions will be answered when they arise.