Please enable JavaScript.
Coggle requires JavaScript to display documents.
Final Thoughts - What Did I Learn in Research & Assessment? (A Fyn…
Final Thoughts - What Did I Learn in Research & Assessment? (A Fyn Class)
By Georgia Trifon
My Thoughts - What Key Learning Did I Do?
If you accumulate marks over time you don't use all of them - only the most recent and consistent ones
Never give a 0 - even if it's late or incomplete
You cannot apply late marks - lateness only relates to learning skills
Don't combine or confuse attitude and effort with achievement (I recognize this as one of my areas to work on)
You cannot assess homework - demonstrates learning skills only
Do not give bonus marks or extra credit - it serves to boost the marks of students who are high-achievers already
Share feedback right away but share marks later on - ensure they focus on their next steps
Qualitative feedback > quantitative marks for future learning
My Experience - How Will This Learning Inform My Teaching Practice?
I have learned the benefits of single-point rubrics and will use them as an essential assessment tool
This being said, I have also learned the benefits of varying your assessment tools and practices
Depending on the students and tasks, more traditional rubrics are sometimes better-suited (example: complex summative assignments)
Not all work has to be marked
Formative assessments serve as tools to propel learning forward and to identify the students next steps
With little kindergarten experience, I will rely heavily on what I learned about kindergarten assessment
Carpet learning - 15 minutes max
Activate muscle memory
Display work
Use anecdotal notes
Give students open-ended opportunities to show what they know
Example: A blank page saying "show me everything you know about..."
Use as diagnostic or formative assessments
Differentiation built in
Share your assessment philosophy with principals and parents
My Analysis - How Can I Think Critically About What I Learned?
All that I have learned about assessment can fit into this framework. All need these things in order to learn:
Engagement
Natural curiosity to learn
Belonging
Relationships enable participation and risk-taking
Well-Being
Self-regulation means students can understand themselves and their needs
Demonstration of Literacy and Math Behaviours
Integrate into everything and make real-world connections
I now understand the pedagogical reasons why bell-curving is bad practice
The marking analogy of the driver's license serves as a reminder of the nature and values of our assessments
You mail fail your driving test a few times, but once you pass none of those fails show up on your license
Key Learning: Equity in assessment means that we can differentiate assessments based on the needs of students
This actually makes your practice MORE fair, not less fair
Every student deserves to succeed