We have learned an incredible amount about assessment this summer. We learned that there are really two types of assessment. Assessment of learning and assessment for learning.
Assessment for learning happens while learning is still going on. It can be used to promote and facilitate learning. “These are the assessments that we conduct throughout teaching and learning to diagnose student needs, plan our next steps in instruction, provide students with feedback they can use to improve the quality of their work, and help students see and feel in control of their journey to success.” [1] Assessment of learning is the assessment that takes place after the learning has occurred. These assessments must be “designed to reflect the variety of achievement targets that underpin standards: mastery of content knowledge, the ability to use knowledge to reason, demonstration of performance skills and product development capabilities.”[2] Both of these types of assessment are important for success in the classroom.
Assessment can be done in all types of ways.
There are four basic methods for assessing students and these methods can be further broken down to assess the type of learning that has been achieved. 1. Selected response and short answer. 2. Extended written response. 3. Performance assessment and 4. Personal communication. The four have many different ways in which they can be used and modified to help teachers target knowledge about specific learning that has taken place. They can also be used to different degree’s to check for types of learning like knowledge mastery, reasoning proficiency, performance skills and the ability to create products. I think that a variety of assessment methods some that happen during every lesson, some that happen at the end of the week, and other that happen at the end of the unit are all beneficial to monitoring student learning. Assessments need to be modified to check for learning in different area’s along Blooms Taxonomy and are necessary for a full picture of what the student has learned.
For me, personal communication is a key ingredient of any type of assessment. I feel that students need to understand what is expected of them, and that teachers need to set high expectations for their students. When personal communication is used in a safe environment students also have the opportunity to learn from each other. Students challenged to achieve to the best of their abilities are more likely to try to reach higher goals. Personal communication also teaches students life skills that they will need in their future jobs and to be contributing members of society. Students need to learn to voice their knowledge and opinions, for shy students this may be very difficult and they need a more personalized approach, with small steps to encourage them to participate in larger and larger group discussions. This type of assessment needs to be planned out in advance, with care being given so that questions are as free from bias as possible, and cover the different levels of Blooms taxonomy. Teachers also need to be sensitive to students understanding, use good prompts and elicit additional comments from other students on the same topic for a deeper understanding. I think curiosity is so important to life long learning, and personal and oral communication are great arena’s for students and teachers to help each other develop their knowledge and their curiosity.
Finally, I think that reflecting on what has been learned and using different methods to review, reconstruct and consider how to apply what has been learned is a great way to remember that learning later. Reflective learning also helps students build and connect their learning from one day or one week to the next. Reflective learning is something new to me, but something I will also use with my students.
[1] Stiggins, Rick, Arter, Judith, Chappuis, Jan, and Chappuis, Steve. (2006). Classroom Assessment for Student Learning: Doing It Right – Using It Well. Page 29 Portland: Educational Testing Service.
[2] Stiggins, Rick, Arter, Judith, Chappuis, Jan, and Chappuis, Steve. (2006). Classroom Assessment for Student Learning: Doing It Right – Using It Well. Page 89 Portland: Educational Testing Service.
