Types of Assessment

TYPES OF ASSESSMENT

	Assessment FOR Learning	Assessment AS Learning	Assessment OF
Who Is Responsible	Teacher	Student	Teacher
What Is The  Information Used For	When teacher use assessment to be able to understand what student are thinking so we as teacher know what we are going to do with our students	Student becoming good at it themselves Student can self assess themselves, students self monitor Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need	When teachers say we are going give a report to the parents. We need evidence to show this Assessment for creditation Intentionally working with young people Each time you do assessment it is not a decision point it is a learning point

                                                       

Growing Success Elements of Planning

Instructional Planning: Backwards Design                                       Grade Group: 4
ELEMENTS	GROWING SUCCESS MESSAGE	TEACHER CANDIDATE FRIENDLY LANGUAGE
Achievement Chart Categories	Achievement Chart: A standard, province-wide guide to be used by teachers to make judgements about student work based on clear performance standards. Knowledge and Understanding: Subject-specific content acquired in each grade/course (knowledge), and the comprehension of its meaning and significance (understanding) Thinking: The use of critical and creative thinking skills and/or processes Communication: The conveying of meaning through various forms Application: The use of knowledge and skills to make connections within and between various contexts	Teachers use an achievement chart, which has four different categories of knowledge, and skills that are used in both elementary school and secondary school that are used in all subject areas and disciples. The four different categories are: knowledge and understanding, thinking, communication and application
Learning Skills and Work Habits	Learning Skills and Work Habits: The skills and habits that can be demonstrated by a student across all subjects, courses, and grades and in other behaviour at school. These learning skills and work habits promote student achievement of the curriculum expectations. The six skills and habits are: responsibility, organization, independent work, collaboration, initiative, and self-regulation. Responsibly Organization Independent Work Collaboration Initiative: Self- regulation:	Learning skills and work habits are a developmental and crucial part of student learning. These learning skills and work habits promote student achievement while working closely with the curriculum expectations.
Learning Goals	Learning Goals: Brief statements that describe for a student what he or she should know and be able to do by the end of a period of instruction (e.g., a lesson, series of lessons, or subtask). The goals represent subsets or clusters of knowledge and skills that the student must master to successfully achieve the overall curriculum expectations.	Learning goals are to be said before a teacher is about to do his/her lesson. Learning goals are brief statements that inform the students what they are going to learn by the end of the lesson. These goals should be explicitly available to every student. What students can do to be successful
Purpose and Nature of Assessment	Purpose and Nature of Assessment: Assessment for learning. The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there. Assessment of learning. 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. Assessment as learning. The process of developing and supporting student metacognition. Students are actively engaged in this assessment process: that is, they monitor their own learning; use assessment feedback from teacher, self, and peers to determine next steps; and set individual learning goals.	Assessment for learning: determining where students are in their learning Assessment of learning: This is normally done at the of a unit to determine the final product of how students have done. Assessment as learning: Students are involved in their assessment process, students can actively monitor their own learning by giving them an opportunity for peer evaluation/self evaluation
Success Criteria	Success Criteria: Standards or specific descriptions of successful attainment of learning goals developed by teachers on the basis of criteria in the achievement chart, and discussed and agreed upon in collaboration with students, that are used to determine to what degree a learning goal has been achieved. Criteria describe what success “looks like”, and allow the teacher and student to gather information about the quality of student learning.	Success criteria is a specific narrative of how students can be successful. This criteria describes what success looks like and allows both the teacher and student to gather information about the worth of student learning.
Assessment Strategies	Assessment Strategies: Assessment for learning: Assessment for learning is a high-yield instructional strategy that takes place while the student is still learning and serves to promote learning. Assessment of learning: 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. Assessment as learning: Assessment as learning requires students to have a clear understanding of the learning goals and the success criteria. Assessment as learning focuses on the role of the student as the critical connector between assessment and learning.	As a teacher, we need to provide multiple ways to assess students. By this I mean teachers need to provide opportunities for students to have a collaborative assessment, group work, tests observations, portfolios and rubrics.
Assessment Tools	Elementary Progress Report Cards Elementary Provincial Report Cards Anecdotal Notes Rubrics Reading Scales Check Bricks	Assessment tools are used to evaluate student on their progress and end results of their understanding of different subjects, theories, concepts and skills.
Differentiated Instruction	Differentiated Instruction: An approach to instruction designed to maximize growth by considering the needs of each student at his or her current stage of development and offering that student learning experience that responds to his or her individual needs. Differentiated instruction recognizes that equity of opportunity is not achieved through equal treatment and takes into account factors such as the student’s readiness, interest, and learning preferences.	Differentiated instruction is an effective teaching strategy that involved proving different student with different avenues to learning. For example, students who needs modification/accommodations to the curriculum will have different problems then the rest of the class