My past experiences of being assessed have influenced my beliefs about assessment by understanding that there are new ways of being assessed that I am not used to such as the change of averages to medians and the criterion referenced versus norm referenced. In my past experiences in elementary school I feel that I focused on the portion of my report card that focused on whether my understanding or behaviours were Good or Excellent and if I saw a Satisfactory or Needs Improvement I would feel discouraged.
One important factor about assessing that I believe is important is the consistent feedback given from the teacher to the student on how to improve on work as well as feedback to the teacher from the student on the overall understanding of the assignment or test. I believe that feedback is crucial to the progress of student learning. It is important that teachers know the seven principles and encourage student engagement to develop their confidence in learning.
One experience of being assessed that has influenced my beliefs about assessment specifically is the lack of feedback that I had previously received. As a student I felt that I was receiving a grade on an assignment or subject area that was not considered "high" enough but I did not understand why I was receiving that grade or how to improve, and I was too afraid to question my teacher.
As a future educator I would encourage my students to speak to me with regards to grading and assessment so they can understand how to achieve a grade level on an assignment and when evaluating I want to give constructive feedback that outlines the student's strengths as well as key areas to work on in the future to improve their grade.
Carla Proenca
Blog Post Entry Two:
How has Growing Success impacted my beliefs on Assessment?
The Seven Fundamental Principles
In order to ensure that all assessment, evaluation, and reporting is valid and leads to the improvement of the learning of all of the students, I must use practices that include the seven fundamental principles such as:
- fair and equitable for all students
- support all students including those with special needs and those who are learning the language of instruction so English language learners
- relate to the curriculum and interest and learning styles or preferences of all students
- are clearly communicated to all students and parents
- provide multiple opportunities for students to demonstrate their learning
- provide on-going descriptive feedback
- develop students' self-assessment skills and enable them to assess their own learning
The development of learning skills and work habits is an integral part of the learning process for students. As an educator it is important to keep track of and monitor the progress of development of these skills for each student in their learning endeavour. The learning skills and work habits outlined in Growing Success are Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation.
The Achievement Chart
The Achievement Chart that is outlined in the Growing Success book is a tool that outlines the performance standards in the curriculum document for each subject and grade. The Achievement Chart helps teachers plan instruction for learning and provides a basis for teachers to give meaningful feedback to students. The categories of knowledge and skills that are outlined in the chart are Knowledge and Understanding, Thinking, Communication, and Application.
There are four levels of achievement in the chart labelled 1-4. Level 3 represents the provincial standard for achievement.
Norm-Referenced --> Criterion-Referenced
There has been a shift of assessment from norm-referenced meaning evaluating a student's work by comparison with another student's work to criterion-referenced meaning evaluating a student's work with regards to established criteria for four levels of achievement. Criterion-referenced ensure that students are being assessed in a fair manner and the role of the teacher is to outline all the success criteria and achievement levels prior to the students completing the product.
Assessment For Learning
The process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there. (Diagnostic and Formative Assessment)
Assessment As Learning
Focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves. (Formative Assessment)
Assessment Of Learning
Is the assessment that becomes public and results in statements or symbols about how well students are learning. (Summative Assessment)
Modifications and Accommodations for Students with Special Needs and English Language Learners
Modifications are defined as changes made to the grade level expectations for the subject in order to meet a students needs while accommodations are individualized teaching and assessment strategies, human supports, and individualized equipment that help the student to learn. Some examples may include software that helps translate the content for the student or worksheets that teach the same content but in various ways to ensure differentiated instruction.
Overall, Assessment must be fair to all students and incorporate various learning styles and preferences to ensure that all students are successful.
One of my learning goals in my AER Strategy Form was to ensure that I provide descriptive feedback to all of my students. I would focus on this learning goal during an interview more specifically because I think that descriptive feedback is essential for students to progress in their learning experience. Many studies have shown that descriptive feedback is the key to students progressing in their learning. Descriptive feedback allows students to go back and revise their work to ensure that all of the success criteria is met. Descriptive feedback also allows students to know how they can improve their work and what to work on in the future. Without any feedback students simply receive a grade and are unsure how they can improve in the future. The key to success in learning is consistently improving on your strengths and weaknesses and building skills for the future.
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