This short but informative article looks at what students need to become Assessment Capable Learners.
"...the power of these three principles of authentic and meaningful assessment: 1) Competency-based 2) Clear Goals and Personal Application, 3) High Expectations and High Support."
"Giving students good feedback is crucial, but it can also be incredibly time-consuming. So we went straight to the source—experienced teachers—and identified some of the best advice we could find for striking the right balance between effective assessment and a reasonable workload."
This short video is excellent and provides 6 awesome tips for assessment!
This article examines the steps required to involve students in their assessment. This article aligns closely with the PeBL philosophy and involves students throughout the learning process.
This excellent article from ASCD is written by Jay McTighe and Ken O'Connor explores seven assessment practices that will improve student learning.
This is a collection of excellent articles related to assessment best practices and using assessments as a tool to empower students.
This article examines how good assessment practices can be used to improve student learning.
"Formative assessments can enhance and enrich student learning. Typically, these have been used to provide feedback against end-of-course standards and prepare students for summative assessments of performance or measurement of competence. Here, we present the case for using assessments for learning to encompass a wider range of important outcomes. We discuss 1) the rationale for using assessment for learning; 2) guiding theories of expertise that inform assessment for learning; 3) theoretical and empirical evidence; 4) approaches to rigor and validation; and 5) approaches to implementation at multiple levels of the curriculum. The literature strongly supports the use of assessments as an opportunity to reinforce and enhance learning. Physiology teachers have a wide range of theories, models, and interventions from which to prepare students for retention, application, transfer, and future learning by using assessments."
Modules for teachers include:
*Overview & Syllabus
*Data Informed Instruction
*Summative Classroom Assessment
*Putting the Pieces Together
Classroom Assessment in a Remote Learning Environment
This article discusses strategies to have students use feedback in their work.
This resource includes great assessment tips for Kindergarten to Grade 5 for in-class assessment as well as ideas for teachers who are providing remote learning to their students. We Are Teachers is a tremendous place to find ots of wonderful teaching resources in all areas for all grade levels. Check it out the complete site at: https://www.weareteachers.com/
Mathletics is a powerful tool or weapon of “mass instruction”. This session will show you how to use Mathletics to identify which outcomes your students are currently meeting, and where there are gaps in their learning. This outcome specific information can be provided for the class overall and each individual student by using the assessments available in Mathletics. Mathletics can also be used to help fill those learning gaps by using differentiation, and using the information from student activities to group students for small group instruction based on their results from activities. Come and learn how to put this amazing tool to work for you and your students this year.
This article examines how teachers can actively use assessment data to improve their teaching practice, and ultimately improve student learning.
Fundamental to teachers becoming responsive to student learning needs is the availability of detailed information about what students know and can do. High-quality assessment data can provide that information, but much more is needed to improve teaching practice in ways that have a substantive impact on student learning. A set of conditions are identified that result in such an impact, based on a synthesis of the international literature on professional development that has
demonstrated a positive impact on student outcomes and a professional development program in over 300 New Zealand primary schools. This professional development program is focused on the interpretation and use of assessment information, building relevant pedagogical content knowledge in literacy and developing leadership for the change management process. These developments occurred within systematic inquiry and knowledge-building cycles based on assessment data for both teachers and leaders. Student achievement gains in reading and writing have accelerated at a rate averaging more than twice that
expected, with even greater gains for the lowest-performing students. Both the projects have led to the identification of a set of conditions in improved teaching practice."
"The Visible LearningTM research base is the culmination of his quest over the past 25 years to answer this question and represents more than 1,600 meta-analyses comprising more than 96,000 studies involving more than 300 million students around the world.
Through the Visible LearningTM research, John Hattie has identified more than 250 factors that influence student achievement. He then set about calculating a score or “effect size” for each, according to its bearing on student achievement. The average effect size of these 250 factors was 0.4, a marker that can be shown to represents an (average) year’s growth per year of schooling for a student. Any factor that has an effect size above 0.4 has an even greater positive effect on student learning.
Each of these factors have been categorized into one of nine domains
StudentFactors relating to background, beliefs, and physical influences
Home Factors relating to family resources, structure, and environment
School Factors related to school-type, pre-school, school composition, and leadership
Classroom Factors related to class composition, giftedness, and classroom influences
Teacher Factors relating to teacher attributes, teacher-student interactions, and teacher education
Curricula Factors related to various curricula programs
Student Learning Strategies Factors relating to self-regulation, student perspectives, and learning strategies
Teaching Strategies Factors relating to learning intentions, success criteria, feedback, and teaching strategies
Technology, School, and Out-Of-School StrategiesFactors relating to technology, school-wide methods, and out of school learning"