EDBE- 8P16 🧑🏽⚖️👨🏼💼
EDBE- 8P16
8P16 Reflection: Assessment Evaluation and Reporting:
Resources: https://lms.brocku.ca/x/OMHi9p
Forums: PLC 6: (S, B, A, C) : https://lms.brocku.ca/x/gcxx6P
Evaluation Package: https://lms.brocku.ca/x/dqYN94
Instructional Planning Assessment Design: https://lms.brocku.ca/x/xzsPML
Course Texts: https://lms.brocku.ca/x/YXKVXC
Growing Success Glossary: https://lms.brocku.ca/x/MGNFnW
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🗓Session 1: https://lms.brocku.ca/x/RMl7Nn
Resources: https://lms.brocku.ca/x/OMHi9p Instructional Focus:
Intended Outcomes:Identify the expectations, requirements, and structure of the course, define what being assessment literate means for teachers and for students, analyze the Growing Success policy documents
Framing Questions: "How can a teacher's belief about assessment impact student learning"
💡Dialogue Journal: [ Think about the root of assessment: assidere to sit besides, what resonates with you? Record your thinking Questions or thoughts about today’s session
Each week post a reflection on your learning and thoughts for the week to help you complete your first reflection assignment]
This week Assessment Purpose principles and policy were the theme of our class.
Something that stood out to me was this quote: “You never teach a subject; you always teach a child. You teach children in a way that they will learn, and then things will fall in place for them” – Dorothy Height (open wide the freedom gates) What Dorothy Height articulates about learning, is completely true within my own mantra as a teacher. All my life I have always believed that “all children will learn, they may learn differently but they will still learn.” This week we looked at the What, Why and How regards to Assessment Purpose principles and policy. The content standards, the Instruction and Assessment, The lens, and the approaches. We learned about defining skills for the future, around transferable skills and looked into the “Growing Success document. Some connections that I made between this lesson, is really constructing my own prior knowledge to assessment and policy in my own experience with Early Childhood Education. I feel as a registered early childhood education, the policy of assessment is very similar to the ones in Full day kindergarten and preschool, in regards to assessment.
🗓Session 2:https://lms.brocku.ca/x/0V7z3W
Resources: https://lms.brocku.ca/x/OMHi9p Instructional Focus:
Intended Outcomes:Identify the assessment process, describe the backwards design process, differentiate content standards and performances standards
Framing Questions: “How can planning assessment with instruction engage students as active partners in the learning process?”
Texts: Backwards Design: The Basics- CULTOFPEDAGOGY episode 148 June 21, 2020
Dialogue Journal:
->growth mindset, and open mindset, and create space to collaborate and learn together.
I am open to honest feedback that will help me grow
Community care is my new self care
Collaborating and sharing our voices together, will help to empower change as a teacher
I shall Lead with Love, and Teach with love
->Todays reflection is aligned with the readings of “Backward Design: the basics by Jennifer Gonzalez”, todays class discussion in our PLC group. We learnt about identifying the assessment process, and describing the backwards design process, differentiate content standards and performance standards. The one question that I had to be able to construct my ideas, with a growth mindset was
🧐“How can planning assessment with instruction engage students as a active partner in the learning process?”
As I reflect on the process of designing a planning assessment, I reflect back on my own experiences as a student in elementary and highschool experience. The way that I learned through a more Traditional lesson design,
Traditional Lesson design vs. Backward Design
Identify a topic of chunk of content that needs to be covered
Plan a sequence of lessons to teach that content
Create an assessment to measure the learning that should have taken place in theses lessons
Identify what students should know and be able to do by the end of the learning cycle
Create an assessment to measure that learning
Plan a sequence of lessons that will prepare students to successfully complete the assessment
Looking at this chart, I can identify the traditional lesson design creating a problem with the “lack of durable, transferable learning, poor student engagement” (P. 8: Backward design: The basics by Jennifer Gonzalez. Where the new Backward Design creates a more engaging, and student center way of assessment. The discussions that were produced in my PLC class were in relation to our own inside perspective and experience working with students and children. Its very humbling and heart warming to be able to collaborate with other teacher candidates. Having the opportunity to reflect on our experiences and understandings about the lectures and readings, help us to really transcribe our own knowledge into a deeper understanding. I can connect this session 2 to a lot of my experiences aboard teaching. Creating lesson planning towards the students interest but also a frame of understanding
Notes: Backward Design the Basics:
Traditional Vs. Backward Learning
Step 1: identify a topic or chunk of content that needs to be covered
Step 2: plan a sequence of lessons to teach that content
Step 3: create an asseement to measure the learning that should have taken palce in thoses lessons
Backward Design:
Orginally published In 1998, Grant Wriggins and Jay Mctighe introduced us to backward design
An approach to instructional planning that starts with the end goal and than works baswards from there
Step 1: Identity what students should know and be able to do by the end of the learning cycle
Step 2: create an assessment to measure that learning
Step 3 Plan a sequence of lessons that will prepare students to successfully complete the assessment
The difference in order is significant,:
Plan the assessment first
Plan only lessons that will contribute to student success on that assessment
HUGE SPIKE IN STUDENT SUCCESS
“explain why thinks are the way they are”
Superior education will teach students to think and practice like scientists. If we don’t plan learning experiences that make that possible, we’re giving them a sub-par education
Develop an assessment that would measure success with that standard (the assessment would not be a test where students merely label the moon phases, but a student developer model of the moon phased along with some kind of presentation where students use that model to explain lunar passes, eclipses and seasons
Direct instruction: students need to know the information well enough to explain it and use the right vocabulary (require them to demonstrate proficiency, to help motivate students (matching game)
Active processing with models, “this interactive model” deepen their understanding of the earth, sun, moon system will help better prepare them to give their own presentations
Presentation practice: they need to practice in explaining the lunar cycle in their own words. Use language and vocabulary
Model development: student begin developing their own models, (give students time in class to work on theses models, this will ensure that they do their own work and will allow you to give feedback if a student is heading in the wrong direction
Model presentation: Live presentation- students can record their presentation on video or present to you one on one. (independently)
🗓Session 3: https://lms.brocku.ca/x/eGL5JK
Resources: https://lms.brocku.ca/x/OMHi9p Instructional Focus:
Intended Outcomes:identify the nature and purpose of classroom assessment, identity assessment for learning practices
Framing Questions: "How can we make learning more visible for students?
💡🧐Dialogue Journal:
Session 3: https://lms.brocku.ca/x/eGL5JK
Resources: https://lms.brocku.ca/x/OMHi9p
Virtual agenda texts: https://lms.brocku.ca/x/eGL5JK
Session 3: Dialogue:
This week the theme of the week was purpose and nature of assessment. Today we took a closer look into the purpose for assessment (assessment for learning, Assessment as learning and assessment of learning). We also took a deeper look into the Classroom Assessment, of diagnostic assessment, formative assessment, and summative assessment. We illustrated the Lesson Plan of the Lunar Cycle, to better understand the format of which we will be creating a lesson plan and learning goals for. This class really gave me an insight in the formative assessment for and as learning, regarding to the import titles, that I need to keep in mind when creating lesson plans, (the learning goals, success criteria, descriptive feedback, peer and self-assessment, individual goal setting) The Balanced Assessment model (form) is the one thing that stood out to me the most when understanding the “formative assessment process” , and the summative assessment process. I also added this to my blog, to be able to remind myself of the importance of this sheet and understanding what assessment for learning is, and what assessment of learning is. We also took a deeper look into the ministry policy and resources documents, to better understand the purpose of the assessment for and of learning. The Framing Questions; is as followers; How can we make learning more visible for students? Following the Balanced Assessment Model, the way we can make learning more visible for students are by creating a assessment that involves the student in the process of creating purposeful discussions, meeting objectives, creating a learning log, and working on portfolios and reflections, to help students to show their own understanding and critical thinking.
🗓Session 4: https://lms.brocku.ca/x/j9Lz7s
Resources: https://lms.brocku.ca/x/OMHi9p
Intended Outcomes: Explore options for the design of assessment that can be used for a range of purposes, identity digital tools that can be used to gather various types of student leaning data
Framing Questions:Why is transparency critical in assessment design?
Dialogue Journal:
Online Agenda Texts: HWDSB Procedure for Policy No. 6.2 Evidence of Learning Procedure Part 2: Appendix 2
This week we focused on looking at two documents the first one “using universal design to create better assessments” and the second was HWDSB Procedure for Policy No. 6.2 Evidence of Learning Procedure Part 2: Appendix 2:. We also investigated the achievement chart. This week we investigated the Assessment Methods, formats sources, the three ways of gathering evidence of student learning based on the type of evidence being collected. (Observation, products and conversations) Observation is what we see, the formats of this can be through structural observation, Strategies after experiment, and the tools ex. Rating Scale. Products are what is being created and produced, the formats of this assessment ex. Rich Performance tasks, the strategies used for this can be model, and tools are a rubric. Within time the evidence being collected can be evaluated over time. Triangulation of learning in a mini unit, can be designed to rich tasks that lend themselves to multiple methods and or sources of collecting evidence. We as teachers can create a transparency critical in assessment design, by designing tasks that are not limited to writing, striving to allow students to represent their learning in actions, demonstrations , presentations and performances.
🗓Session 5: https://lms.brocku.ca/x/PuMX6o
Resources: https://lms.brocku.ca/x/OMHi9p Instructional Focus:
Instructional Outcomes: Evaluation
Intended Outcomes: Identify standards- based grading practices, examine documentation and record keeping practices, identify considerations for determining a grade
Framing Questions:“ What is the primary role of marking, grading and reporting?”
Online Agenda Texts:
Take the Stress Out of Grading
How I Revamped My Grading System
💡🧐Dialogue Journal:
This week we focused on evaluation, according to the session 5, online agenda response sheet “evaluation is the process of judging the Quality of student learning on the basis of establishing criteria and assigning a value to represent the quality. Evaluation is based on assessment of learning that provides data on student achievement as tragic times throughout the grade subject course even at the end of a period of learning. We looked into the outdated grading practice, alternative practice, and look deeper into the Growing success policy. We looked into the “Evaluation Screencast, explore three big ideas: the vocabulary that connects to this week are documentation, evaluation, growth based grading, professional judgement, median, mode, outline, standards based grading, record keeping, teacher moderation, traditional grading. The big idea for of content standards, framing questions, long term learning goals, we want to know what students are going to think and know through the content. Maters, the formative tasks are the lesson sequence formative tasks, to working towards the summative task being part of the evaluation.
🗓💡Session 7: https://lms.brocku.ca/x/uc19dH
Resources: https://lms.brocku.ca/x/OMHi9p Instructional Focus:
Instructional Focus: Reporting
Intended Outcomes: Explain the difference between formal and informal reporting, examine the interconnections between assessment policy, principles and practices and how it relates to the Importance of effective communication with parents and students, understand the relationship between learning goals, success, criteria and anecdotal comments Framing Questions:" How does effective communication with parents and students relate to student assessment, policy, principles and practice?"
Online Agenda Texts:
Breaking Up the Grade
Ontario Report Card Templates
Reporting Student Learning: Guidelines for Effective Teacher-Parent-Student
Communication Full-Day Kindergarten: Understanding Your Child’s Report
Dialogue Journal:
Today’s class focus was on Reporting, we had to read four different online texts on our online recorder, to better understand reporting. Reporting is the formal and informal tools and practices teachers use to establish effective ongoing communication with students and their parents particularly with respect to assessment and evaluation. The way that this connects and relates to Assessment policy and principles and practices. Is that as we communicate with parents about students learning, it is the important part of the assessment process, it is to foster the child’s learning and development and to support the child in becoming an indepdent learner. According to “Breaking Up the Grade” By Thomas R. Guskey. To make grading more meaningful, course grades should reflect a range of distinct criteria that makes up the student learning.” In marking teachers gather evidence on student performance from many different sources to determine student grades. The way teacher determines grades “the lack of clarity and consensus about the purpose of grading”. “Product and progress criteria, which relate to academic achievement and cognitive outcomes, and process criteria, which describe noncognitive behaviors, dispositions, and social-emotional learning skills.” (Guskey, 1994, 1996).
🗓💡Session 6: https://lms.brocku.ca/x/8BdhSd
Resources: https://lms.brocku.ca/x/OMHi9p
Instructional Focus: Pedagogical Documentation
Intended Outcomes: Describe the process of pedagogical documentation, identify tools and strategies used in pedagogical documentations, examine how pedagogical documentation incorporates assessment for and as learning to determine the next steps for student learning, identity concerns associated with pedagogical documentation.
Framing Questions: “ How does pedagogical documentation inform teaching and learning”?Dialogue Journal:
Online Agenda Texts:
Pedagogical Documentation Revisited
Integrating Pedagogical Documentation in Junior Grades – Beginning Our Journey
Online Agenda Recorder:
- Pedagogy: The understanding of how learning takes place in the philosophy and practice that supports that understanding of learning
- Documentation: the practice of observing, recording, interpreting, and sharing through a variety of media the process and products of learning in order to deep in an extended learning
- Pedagogical Documentation: a process for making pedagogical or other work visible and subject to dialogue interpretation contestation and transformation
-Using “How teachers can use pedagogical documentation for reflective and planning. Here I create my own beginning definition for the term, Pedagogical documentation:
- The Ontario ministry of education 2015 encourages Kindergarten to grade 12 to consider the benefits of using pedological documentation to bring assessment for and as learning to life.
( from teaching to learning, from telling to listening, from gaps to assets.
- When you observed pedagogical documentation in action, if so record and example below,
- If not observed in action, record what you think it would look like.
Use the session 6: notes and guided notes screencast to depend on understanding about Pedagogical documentation and to make connections to your pedagogical documentation assignments
Session 6 Guided Notes Screencast
This week we focused on Pedagogy. “The understanding of how learning takes place and the philosophy and practice that supports that understanding of learning.” Documentation which is the “practice of observing, recording, interpreting and sharing through a variety of media, the process and products of learning in order to depend on and extend learning”. And Pedagogical Documentation is the process for making pedagogical for other work visible and subject to dialogue, interpretation, contestation and transformation. This documentation supports student learning from early childhood to secondary school and beyond. Some tools that we can use as educators is the value of technology in collecting information, both to analyze the children thinking and learning and to assess their own approaches. Visual display, Classroom Blog are all ways that can promote effective documentation, and being more aware of where the learner is, by capturing and representing learning through the way a student learns (their own perspective) This element of documentation stood out to me, because of my own learning. I create blogs and visual display in my own education tools to help me illustrate my learning best. Here I recognize the important concepts and deeper my understanding in a more visual way.
Pedagogical Documentation: Questions to Explore
1. What does it mean to be in an inquiry stance when documenting?
2. How does it support classroom assessment practices?
3. How does it support professional learning?
4. What is the difference between documentation and pedagogical documentation?
5. When do we engage in pedagogical documentation?
Pedagogical Documentation: Reflection 1 Assignment
-Assessment as Learning is 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 as learning requires students to have a clear understanding of the learning goals and success criteria.
-Assessment as learning focuses on the role of the student as the critical connector between assessment and learning.
Growing Success, 2010
Assessment Literacy is the knowledge and skills required to gather data about student achievement, the use of the assessment process and its results to effectively improve student achievement, and an understanding of the principles of assessment. Pophan and Stiggins
🗓💡Session 8: https://lms.brocku.ca/x/j8MJB9
Resources: https://lms.brocku.ca/x/OMHi9p
Instructional Focus: Grading
Intended Outcomes: Evaluate the quality of an assessment task, analyze assessment data to determine a grade, Identity the role of professional judgement in dettermining a grade
Framing Questions: How can a teacher be confident that their grades are valid and relaible?
Dialogue Journal:
Online Agenda Response Recorder
Guided Notes:
🗓💡Session 9: https://lms.brocku.ca/x/tz2oTQ
Resources: https://lms.brocku.ca/x/OMHi9p
Instructional Focus: Assessment Design Assignment
Intended Outcomes: Understand how to use a class Profile, review the Assessment Design Assignment
Framing Questions: How will I know I Have accomplished what I Set out to do?
Dialogue Journal: Working on Assessment Design Assignment
Online Agenda Response Recorder
Guided Notes:
💡🗓Session 10: https://lms.brocku.ca/x/lcSaDs
Resources: Instructional Focus:
Intended Outcomes:
Framing Questions:
Dialogue Journal:
Online Agenda Response Recorder
Guided Notes:
🗓💡Session 11: https://lms.brocku.ca/x/6jFFtN
Resources: https://lms.brocku.ca/x/OMHi9p Instructional Focus:
Intended Outcomes:
Framing Questions:
Dialogue Journal:
Online Agenda Response Recorder
Guided Notes:
🗓💡Session 12: https://lms.brocku.ca/x/RmvOZV
Resources: https://lms.brocku.ca/x/OMHi9p Instructional Focus:
Intended Outcomes:
Framing Questions:
Dialogue Journal:
Online Agenda Response Recorder
Guided Notes:
🗓Date: Tuesday August 31st, 2021
✅Focus: Instructional Focus- assessment purpose, principles and policy
✅Framing Question: How can a teacher belief about assessment impact student learning?
✅Intended outcomes: identify the expectation, requirements and structure of the course
- Define what being assessment literate means for teachers and for students
- Analyse the Growing Success Policy Documents
📁Policy And Resources Documents:
2. Growing Success: Assessment, Evaluation and Reporting in Ontario Schools Grade 1 to 12
My Practicum Board:
My Practicum Board is:
I located these Board links to support my assessment practices and decisions in my placements
My Practicum Board is: Halton Board
Dialogue Journal:🔨💡🧐
Create a journal for your response to this week reading
(Think about the root of assessment: arise to sit beside, what resonates with you, record your thinking, questions or thoughts about todays session
🗓Date: September 14th, 2021:
💡🧐Reflection 1: How can we make learning more visible for students:
Today in class, we learned about the nature of assessment; Assessment as learning Assessment for learning and assessment of learning. We may assess in three ways firstly teachers engage in assessment for learning, when there was urban document evidence of children’s learning they provide descriptive feedback to the children that is designed to help them move forward with their zone of development. Second teachers engage in assessment as learning when they support children and setting individual goals, monitoring their own progress, determining next steps, and reflecting on their thinking and learning, to help them become confident learners. Third teachers engage in assessments of learning when they judge and interpret evidence of growth for learning in relation to their overall expectation.
Assessment for learning examples can be KWL chart, pre-assessment survey, mind map. Assessment four and as learning examples can be observation tasks problem-solving activities, product tasks written responses, conversation tasks discussions, literature circle. Assessment of learning examples can be rich tasks products or performances tests open responses multiple choice. Teachers are responsible for assessment for learning where they create an ad to students in class profiles for planning assessments and instructions. Assessments for and as learning is responsible by a teacher, self or peer where they use data to assess and provide students with detail specific feedback describing what they can do to improve their learning. Assessment of learning is responsible for teachers to assess and determine grades to report on or prove. st
udent learning.
udent learning.
To make this visible in the classroom students and adults need to know why they are learning, this can be seen through the contribution of a teacher clarifying what the students need to do. And also, by using prior knowledge to enhance learning so we can better equipped students to know what they need to get done. It’s a reflective learner and educator this has been something that gains to my own success as a learner. This allows for descriptive feedback to be given so that I know that I am on the right track. It also creates a dialogue of conversation among a group or one on one with a teacher. Reflecting on my own experience, with young children they sometimes need a boost of confidence or a good feeling so that they are more engaged with the learning.
What resonated with me from this session, were the “3 Frames of Assessment” (Slide 23)
This part was strongly resonating with because I feel that it highlights the important of Assessment/ Evaluation course
“Every type of Assessment offers insights into student learning. From global measurements to student self-assessment, when joining together they present a fuller picture of each student’s learning outcomes than any individual piece.”
The important emphasizing of assessment is that progress vs. final outcomes, when making decisions about assessment. The Universal design of assessment that will help us as educators to properly assess our students.
🗓Date: September 7th, 2021
Instructional Focus: Assessment Process
Intended Outcomes:
- Identify the assessment process
- Describe the backwards design process
- Differentiate content standards and performance standards
Framing Questions:
1.How can planning assessment with instruction engage students as active partners in the learning process?
Reading: Backwards Design: The Basics:
Session 2: Vocabulary:
Achievement Chart
Assessment Task
Assessment Tool
Backwards Design
Content Standards
Evidence
Learning Goal
Levels of Achievement
Overall Expectations
Performance Standards
Specific Expectations
Success Criteria
Station 1: Teaching & Learning Cycle
Using the Backwards Design Planning Process
Assessment to improve learning
Evaluation to prove learning
Reporting to communicate learning
-Planning Instruction and Planning Assessment
Assessment Informs Instruction & Instruction Informs Assessment
-Teachers plan assessment with instruction so that students will know what they are expected to learn and become more independent learners.
-Teachers use the Backwards Design Planning Process (also known as Design-Down, or Planning with the End in Mind), to plan assessment with instruction when designing an activity, lesson, unit or course.
3 Guiding Questions of Backwards Design Steps in the
Backwards Design Process
What are students
expected to learn?
Step 1 Intended Outcomes
Identify what students should know and be able to do
Content Standards
Overall & Specific Expectations
Long & Short Term Learning Goals
How will students demonstrate their learning?
Step 2 Evidence
Create an assessment to measure that learning
Performance Standards
Rich Performance Tasks
Achievement Chart Categories & Levels
Success Criteria
How will teachers
design instruction
so that all students will learn?
Step 3 Learning Plan
Plan a sequence of lessons that will prepare students to successfully complete the assessment
Teaching & Learning
Observations, Conversations, Products
Descriptive Feedback
Reflect: Dialogue Journal Session 2: Assessment Process:🔨🧐💡
Reflect on your own understanding of (1) Assessment, (2) Backward Design (3) Student Profiles
💡🗓Date: Tuesday, September 14th, 2021
Instructional Focus: Purpose and Nature of Assessment
Intended Outcomes:
1. Identify the nature and purpose of classroom assessment
2. Identify assessment for learning practice
Framing Question: How can we make learning more visible for students?
Virtual Agenda Texts:
( The Nature of Classroom Assessment) - Highlighted for use of teachers
Vocabulary
Assessment as Learning
Assessment for Learning
Assessment of Learning
Descriptive Feedback
Diagnostic Assessment
Formative Assessment
Purpose of Assessment
Nature of Assessment
Summative Assessment
Triangulation
Zone of Proximal Development
Kindergarten Considerations
-Teachers engage in assessment “for” learning when they observe and document evidence of children’s learning (through the process of “pedagogical documentation”) and provide descriptive feedback to the children that is designed to help them move forward within their zone of proximal development;
-Teachers engage in assessment “as” learning when they support children in setting individual goals, monitoring their own progress, determining next steps, and reflecting on their thinking and learning, to help them become confident, autonomous learners;
-Teachers engage in assessment “of” learning when they judge and interpret evidence of growth for learning in relation to the overall expectations
Assessment Policy
• Growing Success: Grades 1 to 12, 2010
• Growing Success: Kindergarten Addendum, 2016
Assessment Principles
• 7 Fundamental Principles in the Policy documents
• Teacher beliefs, philosophy of education and informed Professional Judgement
Assessment Purpose
• To improve student learning
• To inform instructional decisions
Assessment Process
• Develop & choose methods for assessment
• Collect assessment information
• Judge & score student evidence of learning
• Summarize & interpret results
• Report assessment finding
Assessment Literacy
• Knowledge & skills required to gather data about student learning
• Use of the assessment process to improve student learning
• Understand and use of the principles of sound assessment
Backwards Design Planning Process
• A 3 step planning process used to plan assessment with instruction when designing an activity, lesson, unit or course
🗓Date: September 21th, 2021
Two Texts:
1. Universal Design in Designing Assessment (May 29, 2020, By Barbara Dame, Karen Lea)
🌎Universal Design in Designing Assessments
1. Language Skills
2. Idiomatic Language
3. Socioeconomic and cultural issues with language use
4. Topics to Avoid
5. False Cognates
6. Proper Names
7. Irrelevant Material
💡🧐Reflection: Think About This!!
Would a teacher use these 7 considerations when developing another assessment strategy, such as a project?
I think every teacher should use theses 7 considerations when developing another assessment strategy. Universal Design for Learning is an important consideration in developing tests that are reliable, valid and fair for all learners. Assessments should be high-quality, where we need to make sure that every student is being assessed in an understanding, performance, achievement and progress. Every child has the right to an education and a universal assessment.
🌎A School Borad Policy/ Procedure for Designing Assessment:
💡🧐Refection: My Brief Explanation: Why I Think This Assessment Task Is In the Right Square
One task, in the chart that I could be comfortable explaining is a Blog. Over the past four weeks, I’ve been creating blog posts for most of my classes at Brock University. This outlet for communication, helps me express my ideas in a new way. This kind of rich technology, that is around us helps learners like me balance the abilities that we have, and communicate in a more richer way, within the digital platform. A a leader and teacher, this create a window of possibility for me to expand my own knowledge about a universal classroom, and how to create equality within my classroom! For all learners, as a visual learner, technology has been a strength for me to be able to analyze and represent my own abstract mind. Blogs helps me reflect on my days and reflect on my courses. By being able to reflect, and blogs I am able to really compare week by week, as a way of progress of my learning. This platform would be an incredible way that students can be assessed and evaluated on their work.
Guided Notes
🗓Date: September 21st, 2021
Assessment Design
🗓Date: Tuesday September 21st, 2021
Instructional Focus: Complete session 4 online agenda reading, prepare for session 4 PLC role,
Intended Outcomes:
1. explore options for the design of assessment that can be used for a range of purposes
2. Identify digital tools that can be used to gather various types of student learning data
Framing Question: Why is transparency critical in assessment design?
Online Agenda Texts:
1. HWDSB Procedure for Policy No. 6.2 Evidence of Learning, Procedure Part 2: Appendix 2
- Link: https://www.hwdsb.on.ca/wp-content/uploads/2017/11/Evidence-of-Learning-Procedure.pdf
Completed session 3 Reflection journal entry
Vocabulary
Assessment Formats
Assessment Methods
Assessment Sources
Assessment Strategies
Assessment Tools
Formative Tasks
Pedagogical Documentation
Provocations
Rich Performance Tasks
Success Criteria
Summative Tasks
Triangulation
📁🧐Session 4: Texts
💡👩🏽🏫Session 4: Reflection + Facilitator Notes:
1. Question: Referring to the Universal Design to create better assessments document, and the HWDSB Procedure for policy No. 6.2 Evidence of Learning Procedure Part 2: Appendix 2,
- 1A. How would you use Universal design assessment in your future placements or classroom? (Connecting to the 7 Proprieties)
- C: “Topics to Avoid” (very important to use, some concepts might not make sense for all students, avoiding certain words, and using a more general terminology. (Considering simple questions, so there is no confusion)
- Sonia: Wording is very useful and important in assessment to make sure that the questions and the goals are clear and concise, for each student.
1B. Connections to the HWDSB:
- Focusing on the roles for everyone in the school environment
o Learning about the responsibilities of the (teacher, student, and principal)
Surprising to learn that Principals of the school, have a lot of responsibility, regarding collaborating with other educators and assessment.
(Strong connection to collaborating with other colleagues)
Connection to experiences of the Role of the Principal, always being in their office, and dealing with disciplinary concerns.
o The focus on Process, (being very clear, and the emphasis on responsibilities)
2. Question: Referring to Last week PowerPoints on Assessment tools: Are there any assessments that you are familiar with, and if so which one? 2A. How can you draw examples from your own experience, to connect with the assessment tools?
- Sonia: Drawing from my own experiences as a faciliator: Registered Early Childhood Educator, an assessment tool that I am very familiar with was anecdotal recordings, and running records, which help me illustrate and record findings of students In regard to development, and where they are at.
- B: Uses assessments in childcare, as a Registered Early Childhood Educator, by writing down what she saw and observed, connecting to the curriculum documents, and focused on pre-assessment, by provide them with the right activities, then take notes again, provide the different supports
o 2A. Follow up Question with Breanna: When you record the observations, do you have any tips and resources that you use to make sure that they are flexible within the environment [ connecting to evaluation/assessment] ?
Taking photos to help jog memory, and then putting pictures in an album (helps long term assessment for student)
o C: Taking photos can really assist you, “snap of the moment” and jog your memory about the situation (ex. Johnny and the Blocks)
o Sonia: Using Video, to document – but falling through privacy concerns with students/family
🗓Date: September 28th, 2021
Intended Outcomes:
-Identity standards-based grading practice
-Examine education and record keeping practices
-Identity considerations for determine a grade
- Themes: Instructional Focus Evaluation
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