EDU431 Ashley Zito

METHODS OF TEACHING
MATHEMATICS AND SCIENCE IN THE
PRIMARY/JUNIOR GRADES

Required reading E: Analysis and Reflection.

Title: Assessment for Learning
CITATION: Assessment for Learning. (2010, March 21). Retrieved from
http://www.etfo.ca/Resources/ForTeachers/Documents/Assessment%20for%20Learning.pdf

ABSTRACT:
ANALYSIS/REFLECTION:
The curriculum insert focuses on assessment
strategies that all classroom teachers will find
useful. It is adapted from Learning Together:
Successful teaching in combined grades, ETFOs
new resource for teachers of combined grades.

Effective assessment takes place over time and is

varied in its approach (EtfoVoice, 2010). Teachers need
to be patience with the time that is takes when assessing
students. We all would want it to happen with a snap of
a finger and get the motion rolling to assist those
students. But, unfortunately that would be to good to be
true. Being patience, and taking the time to work with
those students creates a balance relationship between
teacher and student. The student sees the teacher truly
wants to help them; therefore they are taking the time
and effort to work one-on-one with them. Also, the
teacher values the student.
Assessment is the process that informs students about
their learning, in which feedback is offered through
formative assessment. Formative assessment strategies
can be taken through observations, questioning,
discussion, exit ticket, response logs, graphic organizers,
and several other types of instruction. This gives the
teacher the opportunity to have insight has to what his or
her students struggles, needs, and strengths are in order
to accommodate and modify the curriculum to fit their
academic needs. Therefore, emphasizing on the motto of
no child gets left behind. Assessment follows as, for,
and ofall three directly come into contact with the
students learning that is actively acknowledged in the
classroom. Assessing means meeting the needs of each
individual child. A teacher most know the different types
of learning styles that student represent, therefore having
multiple visuals in the classroom meets the needs of
those students who actively accustomed to that
assessment that has been justified for them.
A reference chart, such as the Ontario Curriculum offers
goals and outcomes that are aimed for students to meet
by the end of the term. Goal setting should be used for
each individual child, not only the ones who have any
learning difficulty in the classroom. But, again when you
are work with students who are struggling more so than
others, creating goals helps the student to be dedicated in
their work and work hard to succeed and go beyond
meeting their goals they have created for themselves.
Every child wants to help a sense of accomplishment;
goal setting is one effective way that will assist them in

obtaining life-long learning and essential skills.

In order to work towards student-involved assessment,
the identified learning goals and defined success criteria
need not only to be shared with the students, but also to
be communicated in student-friendly language, so that
there is a common understanding of how to achieve
those learning goals (EtfoVoice, 2010). The success
criteria are a great way for students to use themselves
when they are assessing. It offers them a clear
understanding as to what they are able to do within a
certain concept such as reading. Though the success
criteria comes in a teacher format, meaning more
teaching language for an educator to understand rather
than a student. To makes this more effective for both the
teacher and the student, the teacher can sit down with the
student and identify each success criteria component.
Using student-friendly language, the student will be able
to use it at their disposal and clearly identify as to what
asked of them. Therefore, they will be able to gain the
ability of self-assessing themselves, rather than wait for
the teacher to do it. Targets and goals should be
expressed in student-friendly language. Student-friendly
language is key when teaching students. If offers them
the opportunity to understand the key elements as to
what is being asked to them from the teacher. Quite a
few times, when teachers are explaining a concept
and/or task they wish the students to complete, they are
using large words that only they are able to understand.
Resulting in the students to be confused, and once they
are dismissed to do the required work, they are unsure
what to dowhich in return you are sitting at a table
with 22 students standing in front asking what is to be
done. Reframing how you explain instruction to
students is a major key element being a teacher.
Self-reflection is an ongoing process that is done in and
outside of the classroom, for both you the teacher and
the student as well. Such as you want the students to
reflect on their learning and goals through selfassessment, you will find yourself as the educator doing
the same, not more of reflection. As a teacher, not
everything you do is going to be perfect, or go the way
you expect it too. But, if you are able to give yourself
that time to sit back and reflect what you did in the
classroom, not only are you benefiting the experience of
your students, but you are importantly are benefitting
your learning style as a professional.