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Purposes of Assessment - Coggle Diagram
Purposes of Assessment
Most Important Purposes of Assessment
Inform teachers what they need to do next to support their students.
Teachers need to understand where students are at to plan next steps.
Help empower students to manage their own learning as part of an assessment AS learning process.
Students need to know where they are at to have agency in their own learning.
Provide feedback about students’ learning to inform both teachers and students about what students understand as part of an assessment FOR learning process.
Teachers and students can use assessment to work together on an informed learning plan.
Find out what students know before instruction occurs
Pre-assessments ensure that teachers are providing new material.
Inform students what they need to know or do next.
Key Concepts from Assigned Readings
Assessment is the foundation of successful instructional planning
The “motivational F” is largely a myth (Grading for Equity)
Types of Assessment (T&Moon Ch2)
Assessment of instruction: summative to determine mastery
Assessment for instruction: assess students’ interests and approaches to learning; not graded
Assessment as instruction: ensuring that assessment becomes a key part of teaching and learning
Make grading transparent so all students know how to earn the grade they want (Grading for Equity)
Promote Extended Thinking - transfer goals
The Why: REAL (Creating Performance Tasks Video)
E = endurance (knowledge useful beyond a single test)
A = assessed (will be on state/national exams)
R = readiness (success in next course)
L = leverage (skills valuable in multiple disciplines)
Three types of learning goals (WEBBS DOK)
Meaning
Transfer
Acquisition
Performance Task: application of multiple skills accumulated over extended period of time
A critical portrayal of an inflexible “real world” prepares students for a subordinate position in the social hierarchy (Grading for Equity ch 13)
SAY, DO, MAKE, WRITE (Performances of Understanding Video)
Don’t penalize students for mistakes made during the learning process; Demand that your students make mistakes(Grading for Equity ch 3)
We depend on students taking risks and revealing mistakes in order to help them. If there is no trust, students will not reveal mistakes, and teachers cannot help.