Ways to Assess Learning %Assessment Assessment is an integral part of teaching that occurs before instruction, during instruction (formative) and after instruction (summative). Both traditional and alternative forms of assessment may be used at these times. Some examples are: > Traditional Worksheets Short answer tests/quizzes Multiple choice tests/quizzes True or false tests/quizzes Matching tests/quizzes Essays > Alternative Self-evaluation rubrics* Performance based activities, with the option of using a benchmark tool (ie. lab experiments, debates, reading)* Reflections* Paper portfolios or electronic portfolios * Exemplified in the following pages.Self Assessment: Criteria Collaboration Tworked wel with my & group and we got Communication along! We communicated and compromised. Organization Tstayed organized and kept track of my leaming materials. I worked hard and put a lot of effort into my work. Ok (1 point) Tworked fine with my group. We mostly got along. Sometimes we Great! (2 points) Not Very Good (0 points) did not get along with my group very well. Our arguments caused us to had trouble not communicate, communicating our | compromise, or work ideas to one another or| well together. compromising. Tmostly stayed Tdid not stay organized, organized and mostty | ost my leaming kept track of my materials or forgot them leaming materials. at home when | needed them at | worked somewhat hard. At times | let my group do most of the work, I did not work very hard. Het my group do most of the work. Twas on fask when working with my group. _| groups. Twas on fask, but at times | would foo! ‘around or talk to other Name: groups aol. Twas not on task. 1 fooled around often ‘and talked to otherPe |_ Resp aT ae 5 |4 3 /2 {1 My response showed that I understood the issues in the novel. My response shows I made connections to my life, to another book, or to the world around me. I used specific examples from the book, Journey to the River Sea, to show the connections I made. This is how I bring stories to life when I listen to them being read to me or when I read them on my own: Name: Date:‘Whar is Satisfactory Understanding? Satisfactory undersanding at the instructional level denies that 6 ‘+ with prompting, the student is able to provide general information about the key elements of a narrative ot information text as described in the Analysis of Reteling section. ‘+ with further prompting (Le., specific questions), the seudent can add more relevant derail. Ifthe srudent does not demonscrate satisfactory understanding (ie., the student is unaware of or misinterprets important story events, or reads very slowly in 2 word-by-word fashion), select an easier text and repeat the reading record process. NOTE: The Comprehension Rubric on page 98 is a useful tool for assessing the accuracy and clarity of the students retelling performance. A Sample Assessment 7 © After reading Sam and Little Bear, the student was able to retell the main events with most of the supporting . details. = So + The details were given in an appropriate On Ore ee ae oo emer Ome Ome sequence. ee [seamen + The student made some reference a © erience during the == Foe || ian loom eee Gov Omen Qe Gow ee Oe + Some ifrenal thinking wat shown in the student’ response to question 3. The teacher did not pose question 1 as the student had already answered it in the retelling. + The teacher noted that the student had demonstrated a general level of understanding. ect rmet Ome Cn Oo 9h vec mcerienshould be forwarded with the student each year to form a cumulative record. If your school or district has set proficiency expectations for the end of each grade, you may wish to indicate these on the graph by highlighting or shading the level that students are expected to achieve. See +e Cee 4 Hite aaa TE BYSelf-Reflection ‘START OF SEMESTER - ‘My Goals in Chemistry 30 [MIDPOINT OF SEMESTER - ‘My Goalsin chemistry 30 END OF SEMESTER = My Goals in chemistry 30, To the left, | have designed three charts that would potentially be handed out at the beginning of the semester, at the midpoint of the semester and at the end of the semester. The charts focus on four key areas that | believe are essential to consider when designing your own goals. As each chart is progressively more detailed, | hope that students can focus their goals more personally as they continue throughout the semester. To motivate students to reflect on their experiences with a dedicated effort, this reflection could be submitted in a portfolio that is worked on throughout the year and assessed at the end.