Please enable JavaScript.
Coggle requires JavaScript to display documents.
Assessment Strategies - Coggle Diagram
Assessment Strategies
Anecdotal Notes
Useful tool to use informally in the classroom to note down behaviours, strengths, weaknesses as exhibited by students as they work. personal accounts of behaviors, skills, attitudes, performance, and classroom incidents.
Teachers can write, compile and use their anecdotal notes on students as a documentation system.
Supports reporting.
E.g. written on post it notes, incorporated in rubrics as ‘additional notes’ or electronically.
KWL Chart
-
Students can think internally about the information they want to know and create their own question to answer throughout the activity (encourages them to take control of their learning).
can then reflect on the learning that they did and if they were able to answer the questions they set/ areas they wanted to know more about
Exit Ticket
Asking the student to complete a short piece of work that relates to the content descriptor/lesson objective.
-
This work can be used as accountability for assessment purposes when in written form as there is evidence
Self-Assessment
Provides students with an opportunity to self-evaluate, or make judgments about their learning process and products of learning
Other examples: thumbs up middle or down, self-assessment evaluation sheets (students indicate from 1-5 how confident they are in relation to each objective), reflective journal to ID achievements, areas needing support and to analyse approach
Example: Traffic Lights
Students can place their name on the different colours on the traffic lights at the end of a lesson, based on how confident/ well they understand the topic taught in the lesson.
For example, student who feel confident = green, somewhat understand but need some help = yellow, students do not understand and need further assistance = red.
The teacher can use this information to group students and structure future lessons. Create small groups or one-on-one assistance
Verbal Feedback
Given during a lesson - powerful and effective tool as it can be provided easily in the ‘teachable moment’ and in a timely way.
Asking students 'What do you notice about __?' or 'How does this match the criteria?' stimulates their thinking about their learning.
3 key types of FB (Killian, 2017)
Rubrics
Assessment strategy that draws on a specific list of criteria, so students know exactly what the teacher is expecting
Each gradation should provide descriptors for the performance level - enable students to verify and comprehend their scores
"good" rubric should be able to be used by various teachers and have them all arrive at similar scores. By doing this a rubric removes teacher bias towards a piece of student work
-
Generally used for summative assessments but feedback during the task is integral to improving student performance
Helps students become self-reliant, self-directed, and self-assessing learners
Design
identify skills, knowledge, and application you wish students to demonstrate
Decide how many levels are to be described (3-5) and 3: Write the performance descriptors for each of those criteria
-
Checklist
Set out specific criteria (learning objectives) that teachers use to check for student competence/development/progress
-
-
-
-
Work Samples
Collected and can be used to assess students to see where they are at and to see the students’ progress.
-
-
Quiz
Create questions and students answer them, can be an online tool or face to face
used for any form of assessing (diagnostic, formative and summative)
-