Creating an Assessment Plan Unit Planning
Learning Goals Gathering Information About Studen’s Understanding Engineering effective conversations, questions, and learning tasks Success Criteria Descriptive Feedback Peer- and Self-Assessment Individual Goal Setting Prior Learning—Assessment for/as Learning
Prior Learning -- Key Learning Overall Expectations / Specific Expectations Learning Goals Success Criteria Alignment back to the Achievement Chart QUALITY TASK(S)
Three key principles for creating an effective assessment plan ensuring that students have a clear understanding of what they are learning and what successful learning looks like; modelling descriptive feedback, self-assessment, and goal setting; and providing opportunities to practise these skills, first with guidance and support and then independently.
3 Key Questions for Learners Assessment for learning is about far more than testing more frequently or providing teachers with evidence so that they can revise instruction, although these steps are part of it. In addition, we now understand that assessment for learning must involve students in the process. (Stiggins, 2002) Where am I going? How am I going? Where to next?
Expectations and the Achievement Chart Knowledge Learning: Assessment for/as learning: Application Learning: Assessment for/as learning: Cluster Course Expectations Thinking Learning: Assessment for/as learning: Communication Learning: Assessment for/as learning:
Assessment and Learning Differentiated Instruction What Connections can you make
What do I want them to learn? How will I know they have learned it? How will I design the learning so that all will learn? Planning with the End in Mind Assessment How will students demonstrate their knowledge and skills while they are learning? How will we monitor their progress? Exit cards, journal entries, observation, conversations, … How will I plan with DI in mind? What instructional strategies are appropriate for the learners in my class? 8
Planning with the End in MindSubject Specific Application Start with Overall Expectations Create Learning Goals – use Specific Expectations to develop Learning Goals that support the learning toward achieving OEs. Use verbs that are specific and observable. What do I want them to learn? Step 1
How will I know they have learned it? Subject-specific Application Step 2 Work alone or together in subject/grade groups to develop a Rich Performance task for a cluster of Learning Goals developed from the overall expectations of a particular course. OR Revise a recently used Performance Task so that it is differentiated according to student interests or preferences. Tasks should provide opportunities to collect assessment information that is triangulated Use the blank templates provided
How will I know they have learned it? T riangulation OBSERVATIONS CONVERSATIONS PRODUCTS
Assessment Strategy/Tool Give and Get. My Strategy For As Of
How will I design the learning so that all will learn? Planning with the End in Mind Think of Assessment as part of the learning • Keep in mind the key features of Differentiated Instruction: • Flexible Learning Groups • Choice • Respectful Tasks • Shared Responsibility • As the learning moves forward it is important to consider: • How the teacher will know whether the students achieved the desired learning. • How students will know whether they achieved the learning goal(s).
An Assessment Task That Allows for Differentiation Curriculum Expectations and Creation of Learning Goals and Success Criteria Should not be differentiated Start Here! Create a task that aligns with the goals and criteria and can also be differentiated by Readiness –Start where they are! Interests -Make it meaningful and relevant Learner Profile -Build on their strengths! Process Environment Product Content 14 Adapted from The Differentiated Classroom - Carol Ann Tomlinson