Assess student learning
I view assessment as an essential classroom tool in order to be able to differentiate successfully. Assessment allows me to know what a student knows, can do and understands at a point in time. Assessment in my classroom is used as,
- Assessment for learning
- Assessment of learning, and
- Assessment as learning
An Assessment Checklist
During my placement at Rose Park Primary School, I taught a unit on shape to a Year 1/2 class. In developing the assessment sheet below I ensured that the learning outcomes I had for students in each year level were the same but noted that different students would need information to be covered in different ways in order to fit within their level of readiness, interests and learning preferences. By using this checklist, I was able to gain an understanding about which shapes and features of shapes students were able to identify. I used the results from this checklist to plan future lessons that were focused on the areas that students displayed limited knowledge in.
Formative Assessment Methods
I use informal, formative assessments as a method of understanding the progress that students have made with their learning, to find particular areas they may be struggling with and to guide lesson planning. Formative assessments that I have used include discussions with students, viewing student work, and exit cards.
Types of exit cards I have used include the (pictured) red light, yellow light, green light where students hold up a piece of coloured card to share their confidence in their work. I have also used this activity with thumbs up, thumbs down, or thumbs in the middle. The image below shows an exit card that I used with a student where she reflected on her learning throughout the lesson by writing on sticky-notes.
I find that by conducting indirect assessments, it allows students to have time to think about what they have learnt and to self-assess how they feel they are going with their learning. Through this meta-cognitive process, students strengthen their learning of a topic by thinking about it in different ways and reinforcing new information. By sharing how they are feeling, I am able to make adjustments and considerations to my teaching to best suit them.
Types of exit cards I have used include the (pictured) red light, yellow light, green light where students hold up a piece of coloured card to share their confidence in their work. I have also used this activity with thumbs up, thumbs down, or thumbs in the middle. The image below shows an exit card that I used with a student where she reflected on her learning throughout the lesson by writing on sticky-notes.
I find that by conducting indirect assessments, it allows students to have time to think about what they have learnt and to self-assess how they feel they are going with their learning. Through this meta-cognitive process, students strengthen their learning of a topic by thinking about it in different ways and reinforcing new information. By sharing how they are feeling, I am able to make adjustments and considerations to my teaching to best suit them.
I use assessment in my classroom in order to plan for differentiation and to strengthen the cognitive processes in students' minds. Through a variety of assessment methods, I am able to gain a well-rounded understanding about what students know, understand and can do at a given time; a vitally important understanding to have in order to create lessons that are appropriately challenging,