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Assessments, bitmap, bitmap, https://www.youtube.com/watch?v=WLmxREQLizk&a…

- - - - Presentations - A lecture, demonstration or panel discussion about a specific topic or concept.
        
        Portfolios - A collection of student work over a period of time that usually highlights a specific strength or skill
        
        Performances - Students can perform, create, dance or do a prose interpretation.
        
        Projects - A hands-on creation related to a specific subject, concept or skill. Options could be endless and offer high levels of creativity.
        
        Exhibits and Fairs - Students work on a product or item that will be exhibited publicly
        
        Debates - A performance-based learning that teaches students about varied viewpoints and opinions
        
        Interview - A question-and-answer meeting between a student and teacher or student and admissions officer.
  - - - Stanley, T. (2021). Performance-based assessment for 21st-century skills. Routledge.
  - - - Direct observation of student ability
      - Active student engagement
      - Student choice
      - Flexibility
      - Authentic assessment of ability
    - - Time consuming
      - Can possibly be costly
      - Relies heavily on student initiative and drive
      - Relies heavily on specific skill sets of students
      - Results can be subjective
- - - - Assessment of learning is a summative assessment that:
        Is a snapshot in time that lets the teacher, students and their parents know how well each student has completed the learning tasks and activities.
        Refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualised programs, or to certify proficiency and make decisions about students’ future programs or placements.
        Assesses the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes
        Is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e.g., employers, other educational institutions).
        Students use to show their competence, as well as the depth and breadth of their learning.
        Most often occurs at the end of a unit.
        
        In assessment of learning, differentiation occurs in the assessment itself.
        
        Teachers need to provide:
        a rationale for undertaking a particular assessment of learning at a particular point in time
        clear descriptions of the intended learning
        processes that make it possible for students to demonstrate their competence and skill
        a range of alternative mechanisms for assessing the same outcomes
        transparent approaches to interpretation
        descriptions of the assessment process
        strategies for alternatives in the event of disagreement about the decisions
    - - The purpose of assessment of learning is:
        To measure, certify, and report the level of students’ learning, so that reasonable decisions can be made about students.
        To certify or inform parents or others of student’s proficiency in relation to curriculum learning outcomes.
        
        Potential users of collected information:
        Teachers (who can use the information to communicate with parents about their children’s proficiency and progress)
        Parents and students (who can use the results for making educational and vocational decisions)
        Potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance)
        Principals, teachers, or administrators (who can use the information to review and revise programming)
    - - Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning.
        It is used to plan future learning goals and pathways for students
        Approaches used will be informed by:
        Evidence of student learning to be gathered
        Processes for gathering evidence
        Feedback to be provided to students
        
        Assessment of learning examples:
        
        tests and examinations
        
        portfolios
        
        exhibitions
        
        performances
        
        presentations
        
        simulations
        
        multimedia projects
        
        a variety of other written, oral, and visual methods.
        
        References:
        Saskatchewan Ministry of E ducat ion. (201 0). Saskatchewan curriculum: Kindergarten. Regina, SK: Government of Saskatchewan. Retrieved from https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Master_K_Curr_2010_Final.pdf
        Harlen, Wynne. (2007). Assessment of learning. Sage Publications Ltd. Bristol University, UK. 10.4135/9781446214695.
  - - - Assessment as learning is a formative assessment that:
        Develops and supports students' metacognitive skills and is crucial in helping students become lifelong learners.
        Focuses on students and emphasises assessment as a process of metacognition (knowledge of one’s own thought processes) for students.
        Actively involves student reflection on learning, monitoring of his/her own progress.
        Involves teachers and students creating learning goals to encourage growth and development
        Occurs throughout the learning process and is student-driven with teacher guidance.
        Encourages students to take responsibility for their own learning. It requires students to reflect on their own learning and use it to make adjustments, be actively engaged in creating their own understanding, critical assessors who make sense of information, relate it to prior knowledge, and use it for new learning.
        
        The teacher’s role is to:
        Model and teach the skills of self-assessment
        Guide students in setting goals, and monitoring their progress toward them
        Provide examples and models of good practice and quality work that reflect curriculum outcomes
        Guide students in developing reflective feedback and question their own thinking
        Create an environment where it is safe for students to take chances and where support is readily available
    - - The ultimate goal in assessment as learning is for students to acquire the skills and the habits of mind to be metacognitively aware with increasing independence.
        To guide and provide opportunities for each student to monitor and critically reflect on his or her learning and identify next steps.
    - - Assessment as learning is used to:
        Assess each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning.
        
        Examples of Assessment as learning:
        
        Critiquing
        
        Peer feedback
        
        Journals
        
        Projects
        
        Discussions
        
        Student created assessment
        
        References:
        Assessment Reform Group (2006). The Role of Teachers in the Assessment of Learning.
        London: University Institute of Education.
        Earl, Lorna (2003) Assessment as Learning: Using Classroom Assessment to Maximise. Student Learning. Thousand Oaks, CA,. Corwin Press.
  - - - Assessment for learning is a formative assessment that:
        Involves formal and informal activities.
        Assesses each student’s progress and learning needs in relation to the curricular outcomes.
        Allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful.
        Includes clear goals for the learning activity.
        Is inclusive of all learners.
        Is teacher driven and occurs throughout the learning process.
        Is designed to make each student’s understanding visible, so that teachers can decide what they can do to help students progress.
        Is used as an investigative tool to find out as much as they can about what their students know and can do, and what confusions, preconceptions, or gaps they might have.
        Involves collecting a wide variety of information about students' learning process which provides the basis for providing descriptive feedback for students and deciding on groupings, instructional strategies, and resources.
        Requires teachers to keep detailed notes, not for making comparative judgements among the students, but to provide each student with individualised descriptive feedback that will help further that student’s learning.
      - Teachers can:
        
        Align instruction with the targeted outcomes
        Identify particular learning needs of students or groups
        Select and adapt materials and resources
        Create differentiated teaching strategies and learning opportunities for helping individual students move forward in their learning
        Provide immediate feedback and direction to students
        Enhance students’ motivation and commitment to learning
    - - Teachers use assessment for learning to:
        Uncover what students believe to be true and to learn more about the connections students are making, their prior knowledge, preconceptions, gaps, and learning styles.
        Structure and differentiate instruction and learning opportunities in order to reinforce and build on productive learning, and to challenge ideas that are creating problems or inhibiting the next stage of learning.
        Provide their students with descriptive feedback that will further their learning.
        Determine the next phase of teaching and learning.
    - - Teachers use the curriculum as the starting point in deciding what to assess.
        Assessment for learning requires ongoing assessment of the curriculum outcomes .
        Teachers create assessments that will expose students’ thinking and skills in relation to the intended learning.
        Each time a teacher plans an assessment for learning, he or she needs to think about what information the assessment is designed to expose, and must decide which assessment approaches are most likely to give detailed information about what each student is thinking and learning.
        Methods used must incorporate a variety of ways for students to demonstrate their learning. For example, opportunities for students to complete tasks orally or through visual representation are important for those who are struggling with reading, or for those who are new English language learners.
        
        Assessment for learning examples:
        
        focused observations
        
        conversations
        
        quizzes
        
        computer-based assessments
        
        learning logs
        
        questioning: e.g.,
        In what ways are the animals in the story like humans? In what ways are they not like humans?
        If plants need sunlight to make food, do you think the biggest plants would grow in the desert? Why?
        
        References:
        Zeng, W., Huang, F., Yu, L. et al. Towards a learning-oriented assessment to improve students’ learning—a critical review of literature. Educ Asse Eval Acc 30, 211–250 (2018). https://doi.org/10.1007/s11092-018-9281-9
        Fautley, M., & Savage, J. (2008). Assessment for learning and teaching in secondary schools. Learning Matters Ltd, https://www.doi.org/10.4135/9781446278642
- - - - The Why
        This exercise is used to gauge students' understanding of the upcoming material.
        It is meant to aid teachers is better defining the focus of their lessons.
        More time should be spent on material students are struggling with, and less time should be spent on material students seems to understand well.
      - References
        Formica S.P. , Easley, J. L., Spraker, M. C. (2010).
        Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching. Physical Review Special Topics in Physics Education Research 6, 020106
        Novak, M. N., Patterson, E. T., Gavrin, A. D., Christian, W. (1999). Just-In-Time Teaching: Blending Active Learning with Web Technology. Prentice Hall
        Turnip, B., Wahyuni, I., & Tanjung, Y. I. (2016). The Effect of Inquiry Training Learning Model Based on Just in Time Teaching for Problem Solving Skill. Journal of Education and Practice, 7(15), 177-181.
      - The What
        Prior to the week's lessons, students are to read the corresponding material in the course textbook.
        They are then required to complete a series of multiple choice questions, online. Grades are not assigned to their answers.
        Students are allowed to revise their answers up until 9 pm the night before class begins.
        The teacher will then analyze the students' answers to see which parts they understand well, and which parts they do not. Included in the data are the following: students' final answer, time-on-task (built-in software feature), number of repetitions per question.
        The teacher should then modify their lesson accordingly.
      - Sample Exercises
    - - An assessment which is carried out at the outset of learning.
        
        Why use diagnostic assessment?
        
        To plan future lessons
        
        To determine differentiation
        
        To motivate students. Can compare summative results to initial diagnostic scores
      - The primary aim being to ascertain what the students already know, and in which areas they likely need further input/practice.
      - *When is diagnostic assessment most commonly used?
        
        Textbook- pre course assessment
        
        Standardised testing
        
        Diagnostic questionnaires
        
        One-on-one interviews
        
        placement testing and at the beginning of teaching units*
        
        Diagnostic Assessment- Joanna Rogers
      - WHAT is diagnostic assessment?
      - How can diagnostic assessment be carried out?