Communication of Assessment Criteria
Friesen (2010) states that “The primary purpose of assessment is to improve student learning. As such, it must be tied to meaningful, authentic work. The intent of high-quality assessment is to improve, not just audit, student performances of learning and understanding; therefore, a range of authentic formative assessment practices are utilized to create strong, self-directed learners. Teachers work collaboratively with students to co-create criteria for learning performances. Students are provided with the strategies, skills and opportunities to assess their own learning and to provide meaningful feedback to their peers. Students learn to set goals, identify their next learning steps, and develop strategies to improve their learning and understanding" (p. 8).
Assessment will become visible for students as they take a participatory role in establishing criteria for assessment. Co-creation of rubrics and learning targets can promote greater engagement as students are held accountable to their own assertions and ideas of what learning processes and outcomes are valuable to them. For this inquiry project Learning targets will be presented to students in the form of I CAN statements. This visual self-assessment tool will scaffold self-assessment for learners as well as ensure leaning goals are visible and accessible.
In an effort to promote transparency and authentic assessment, students will participate actively in the evaluative process. Using accessible language is critical in the communication of learner outcomes and feedback. Since feedback is directed to the learner, understanding is essential. Additionally, clear and comprehensible communication of feedback can inform learners and promote improvement (Tomlinson & McTighe, 2006, p. 78). Learners will be actively involved in the creation of assessment tools and self-assessments in order to ensure clarity of expectations, self-directed learning and accountability.
Friesen (2010) states that “The primary purpose of assessment is to improve student learning. As such, it must be tied to meaningful, authentic work. The intent of high-quality assessment is to improve, not just audit, student performances of learning and understanding; therefore, a range of authentic formative assessment practices are utilized to create strong, self-directed learners. Teachers work collaboratively with students to co-create criteria for learning performances. Students are provided with the strategies, skills and opportunities to assess their own learning and to provide meaningful feedback to their peers. Students learn to set goals, identify their next learning steps, and develop strategies to improve their learning and understanding" (p. 8).
Assessment will become visible for students as they take a participatory role in establishing criteria for assessment. Co-creation of rubrics and learning targets can promote greater engagement as students are held accountable to their own assertions and ideas of what learning processes and outcomes are valuable to them. For this inquiry project Learning targets will be presented to students in the form of I CAN statements. This visual self-assessment tool will scaffold self-assessment for learners as well as ensure leaning goals are visible and accessible.
In an effort to promote transparency and authentic assessment, students will participate actively in the evaluative process. Using accessible language is critical in the communication of learner outcomes and feedback. Since feedback is directed to the learner, understanding is essential. Additionally, clear and comprehensible communication of feedback can inform learners and promote improvement (Tomlinson & McTighe, 2006, p. 78). Learners will be actively involved in the creation of assessment tools and self-assessments in order to ensure clarity of expectations, self-directed learning and accountability.
Balancing Evidence of Learning
“Responsiveness in assessment is as important as it is in teaching. Just as students differ in their preferred ways of taking in and processing information, so do they vary in the manner by which they best show what they have learned” (Tomlinson & McTighe, 2006, p. 73). Our approach to assessment throughout this project will reflect a responsive and inclusive style that respects students’ needs to represent and demonstrate their learning in a variety of ways. Students will be given appropriate options for demonstrating skill, knowledge and understanding (Tomlinson & McTighe, 2006, p. 73). Oral, written, visual and fine arts (visual arts, music and drama) representations will allow students to tap into their preferred styles and strengths. Ongoing assessment throughout this inquiry project will follow a triangulation approach. Triangulation balances three sources of assessment evidence: products/portfolios, observation and conversation (Davies, 2014). The figure below illustrates specific types of evidence to be considered, and how they are equally valued.
Products/portfolios can include:
“Responsiveness in assessment is as important as it is in teaching. Just as students differ in their preferred ways of taking in and processing information, so do they vary in the manner by which they best show what they have learned” (Tomlinson & McTighe, 2006, p. 73). Our approach to assessment throughout this project will reflect a responsive and inclusive style that respects students’ needs to represent and demonstrate their learning in a variety of ways. Students will be given appropriate options for demonstrating skill, knowledge and understanding (Tomlinson & McTighe, 2006, p. 73). Oral, written, visual and fine arts (visual arts, music and drama) representations will allow students to tap into their preferred styles and strengths. Ongoing assessment throughout this inquiry project will follow a triangulation approach. Triangulation balances three sources of assessment evidence: products/portfolios, observation and conversation (Davies, 2014). The figure below illustrates specific types of evidence to be considered, and how they are equally valued.
Products/portfolios can include:
- evidence and artifact of student learning throughout the project (Journal/portfolio)
- completed projects in multiple forms (written, visual, multimedia, etc.)
- Anecdotal observations (formative)
- Diagnostic assessments (formative)
- Participation
- Engagement with community experts
- Teacher-student conferences
- Student-student discussions
- Teacher-whole group discussions
- Community expert-student discussion
- Student-self reflection and self-evaluation assessments
Why involve learners in assessment?
"As educators, teachers have the responsibility to create assessments that encourage students to work towards a higher level of achievement. Rubrics are motivational tools for students, especially when students are involved in process. Students who are involved in the process of creating a rubric have a better understanding of the standards, gradations, and expectations of the assignment. Students also feel as if they have a "voice" within the classroom" (TeachersFirst, n.d).
TeachersFirst (n.d) explains that involving students in the creation of the rubric promotes student empowerment and self-direction.
Benefits to this process include:
"As educators, teachers have the responsibility to create assessments that encourage students to work towards a higher level of achievement. Rubrics are motivational tools for students, especially when students are involved in process. Students who are involved in the process of creating a rubric have a better understanding of the standards, gradations, and expectations of the assignment. Students also feel as if they have a "voice" within the classroom" (TeachersFirst, n.d).
TeachersFirst (n.d) explains that involving students in the creation of the rubric promotes student empowerment and self-direction.
Benefits to this process include:
- Intrinsic motivation occurs when students design their own assessment tools.
- If students help to create a rubric, it is much easier to hold them to its standards.
- When students invest a decent amount of time and commitment into a project, they naturally want to participate in creating the assessment for that project.
- The development of a rubric is a reflective process. It extends beyond just turning in a project.
- Students involved in creating a rubric have a more concrete understanding of what is expected, and how to reach certain benchmarks.
contributing author: Emily Van Eyk
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