Reflecting on Assessment OF Learning

Assessment OF Learning (Growing Success, 2010)

The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgements about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality.  The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others.  It occurs at or near the end of a cycle of learning.
Compare & contrast how you were evaluated as a student and how you would evaluate now.

About Kelly-Ann Power

Windsor-Essex Catholic District School Board Vice-Principal View all posts by Kelly-Ann Power

12 responses to “Reflecting on Assessment OF Learning

  • Ashley

    I had a teacher who only have out 4 marks, it was awful you could put so much effort in and never achieve an A

  • Anonymous

    In grade school it was letter grades, in high school it was numeric grades. In university it was back to letter grades. I will focus my evaluating on what is not necessarily right answers as much as creative thinking.

  • J'amy

    Break marks up as per a TACK rubric. They can focus on their strengths and not on their weaknesses.

  • Dirosewin

    – We don’t know the criteria for a Level 3 or 4 when we were students
    – Tell the students what you expect instead of having them guess what you want

  • Jessica Vanier

    Looking back, I would say I was mostly either evaluated on everything or final evaluation.

    Today, I think it is important to focus on the progress the student has made from FOR-AS-OF assessment learning. Not some general expectation of the students but how far they have come.

  • Jason

    In grade 7 history, our teacher would give us “projects” that were only crossword puzzles and would say, “do your project.” No one taught us the skill of reading through the textbook first and then completing the projects. By saying “do your projects,” we thought we had to get right to work and fill in answers, so we starting looking through the index to find sections of the book we thought would give us the answers.

    I would certainly not teach this way now!

  • Tecla

    In elementary and high school all of the grades that I had earned throughout the semester were used to determine my grade. This new approach to evaluating student learning recognizes that student ability increases throughout the semester and unit. It involves using students’ most consistent and current marks to determine their overall grade.

  • Joshua Laurin

    I was never under the new curriculum and to be honest I really enjoyed receiving a numerical mark. I was a competitive person so marks meant a lot. In todays classroom, I’m not sure, I guess for boys they are still competitive and perhaps a numberical assessment like 80% would be better for them to remain competitive.

  • Colin Pattison

    I look back on elementary school and remember being forced to regurgitate information. One of the biggest things I have taken from the Faculty of Education is that sometimes the best thing you can do is ensure that children understand the concept. It doesn’t really matter at the end of the day whether an assessment consists of one question, or twelve questions. If learning is being facilitated, objectives are being achieved.

  • D

    When we were in school, we were marked on EVERYTHING. Now, as teachers, we evaluate our students near the end, once they have had lots of time to practice the specific learning goal.

  • D

    Students now have a better understanding of where they stand and where improvements need to be made

  • Julian Carere

    In school I was evaluated on all assignments that were given out as homework. Now judging from my practicum we just use that homework as practice and the extra practice which teachers give out every 3/4 days are what is marked for assessment of learning.

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