Please enable JavaScript.
Coggle requires JavaScript to display documents.
Assessment As/For Learning - Coggle Diagram
Assessment As/For Learning
Assessment AS Learning
For the Students
Use feedback
Monitoring own learning
An opportunity to change or adjust their understanding
Helps them be active in their progression
Empowers them to ask questions and develop key strategies for improving their own learning
Useful Practices to Guide Students in AAL
Co-create rubrics and success criteria
Help students develop their own learning goals
Give opportunity for self and peer assessment
Teach them to be effective self and peer assessors through modelling so that all errors are valued
Respect each others work
Identify successful parts of work
Consider the learning goals
Use positive suggestions
Give prompts for effective assessment
The Process
Brainstorm
Ask questions
Give examples of products and good criteria
Sort and Categorize
Use student-friendly language
Make a Chart
Create visual reminders of learning goals
Add, Revise, Refine
Remember that setting goals and creating criteria is ongoing
Practices that support assessment as/for learning
Making learning goals clear
Practicing language and skills and guiding students with examples
Help students understand how they learn through self-reflection
Use different tools and strategies
Use gamification to check student understanding
Assessment FOR Learning
For the Teacher and Students
Used to develop next steps and set learning goals
Teachers use it consider student needs and adjust their instruction practices
Students use it adjust learning strategies and set different, independent goals
Helps students build motivation and develop skills needed for self and peer assessment
Useful Practices for AFL
Allowing opportunity for communication can keep students accountable
Ensure it is ongoing and offers diverse strategies, tools and options for students
Give specific, positive feedback
Consistent dialogue can gather information about student understanding and help them become self-aware
Avoid assessing quantity of work and instead assess quality
Diagnostic vs. Formative Assessment
Diagnostic: occurs before instruction to get a better understanding of students' readiness to learn and prior knowledge
Formative:ongoing and occurs throughout lessons to check understanding
Importance and Remaining Questions
Assessment helps students learn
Assessment motivate students and allows them and their teacher to actively keep track of their progress
Big ideas, curriculum documents, curriculum expectations, learning goals, success criteria and the achievement chart help teachers deliver effective, diverse and fair assessment
How can we assist young children in developing their own learning goals and then manage these goals? Also, how do we guide them in using these goals to self-assess their learning?