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What Teachers Need to Know About Student Asssessment …

- - - - Simon Sinek's Golden Circle demonstrates the importance of knowing your purpose before deciding how and what you will do (Simon Sinek- Start With Why, 2014). The Golden Circle is relevant to assessment, as knowing why you are assessing students helps to build more depth and meaning.
- - - - This illustration, introduced in an Assessment class, demonstrates the differences between the traditional and current approaches to assessment.
        
        As observed in the model on the left, the traditional model, the teacher is in the centre ring. In this teacher-centric model, the teacher is the main act and the curriculum and government are also of huge importance for making decisions about learning and assessment. The student is nowhere to be seen in this first model, which suggests that individual student needs are not valued. In this model, students must meet standardized requirements.
        
        In the second model, the current model, the student is the main act and the only act. This model is student-centric, flexible and personalized. In this model, students are viewed as individuals with their own skills and challenges, unique from everyone else. The teacher adapts to help the students instead of the students adapting to the teacher.
    - - Assessment "as", "for" and "of" learning are terms used to describe the role of assessment in learning. Assessment "as" learning refers to very student-centred learning, such as reflections and self-assessments. Assessment "for" learning is used to help students gauge student needs, reflect on student progress and decide the next steps of learning. Assessment "of" learning is very teacher-centric. Assessment "of" learning places the focus on the curriculum instead of student needs. In assessment "of" learning focuses on the end goal (meeting standards) instead of the process of learning.
        
        Assessment "as", "for" and "of" learning remind me of the ideas behind of traditional versus current assessment. Assessment "as" and "for" learning makes me think of current assessment because the teacher's focus is on student needs. Assessment "of" learning reminds me of traditional assessment because in this model, assessment is used to determine if students have met prescribed standards.
- - - - Assessment has a deeper purpose than just for giving out grades. Assessment is really about understanding learners so future instruction reflects their needs and helps build meaningful knowledge.
- - - - UbD, also known as Backwards Design or Understanding by Design, is an approach to lesson planning that involves understanding the curricular outcomes before creating an activity. Starting with the desired outcomes instead of starting with an activity in mind makes sense so that teachers know the purpose of their learning activity.
- - - - Deciding what to assess is not black-and-white; therefore teachers will need to use their professional judgment for many decisions related to assessment.