Assessment and Evaluation

Assessment as / for / of learning.

Assessment can take many different forms within the classroom. It is helpful to categorize

assessment by its central goal- assessment can be as learning, for learning, and of learning.

Assessment as learning is assessment which is geared to make the student conscious about

the learning process and their place within it. An example of assessment as learning is a self-

assessment rubric. Having a student critically evaluate their own work is an essential step in the

understanding that learning is an ongoing process. The next form is assessment for learning

which has the goal of understanding how much the students understand the core concepts and

themes of the material. An example of assessment for learning is a multiple choice question

which everyone answers anonymously (like with their heads down) at some point in class to

assess whether the class is grasping the core concepts of the material. The last form of

assessment is assessment of learning, where the students are being assessed to see if they

understand curriculum material from the expectations. An example of assessment of learning is

a culminating activity to assess multiple expectations within a single task.

There is a high degree of usefulness to viewing assessment within this model. The teacher’s

task is both to deliver the material to their students in an accessible fashion and to assess the

material in a fair fashion. For successful learning students should feel like they are actively

involved in the process of learning. Including all types of assessment within the classroom

lessons is essential to being able to fairly grade the students. The following is a selection of

materials I have collected which I feel demonstrates a variety of assessment techniques.

ARTICLES
SECTION 1: ASSESSMENT AS LEARNING

(A) SELF-ASSESSMENT RUBRIC

This article is useful quick assessment for

many purposes with many subjects. If a student is
at a deep level of understanding with the material,
they should feel confident indicating the level 4.It
is a useful indicator for areas your group of
students may be having trouble with a particular
area and indicate areas of misunderstanding or
confusion. It is also very painless for your
students to complete and has a sense of humour.

(B) PEER GRADING RUBRIC

This article is to be used after group work

to assess an ecosystems project, but it is useful
because it can be applicable to many subjects.
This rubric emphasizes the contributions of each
member to a learning atmosphere and values the
peers even if they didn’t contribute (“let me down”
as specific language”).

(C) REFLECTION JOURNAL RUBRIC

This is a rubric for a reflection

journal assignment. This rubric emphasizes
making connections to real life situations
from curriculum material. It also
emphasizes literacy, which is a
consideration that must be made at all levels and subjects.

SECTION 2: ASSESSMENT FOR LEARNING

(D) EXIT CARD

The exit card is a useful technique to

have students complete a small selection
of important questions related to the
material. By testing important concepts
the teacher can assess whether the
students understand the themes of the
material.

(E) POP QUIZ

Spontaneous quizzes are a useful technique

to ensure students are being tested on what
they know, not on what they have recently
studied. This form of assessment should
quiz the basics of the material and not be
weighed heavily if used for grades.
 (F) MULTIPLE CHOICE QUESTIONING WITH CARDS

Giving the class a “hook” question, where the central idea or concept
is woven into a question. Students can answer it anonymously using
cards with their heads down or in more of a group format, and
ensuing discussion allows another opportunity for the students to
clarify concepts of the material.

SECTION 3: ASSESSMENT OF LEARNING

(G) CULMINATING PROJECT

This artifact is a list of example culminating projects

for a high school level math statistics course.
Culminating projects are an important assessment
tool as it allows the students to complete multiple
curriculum expectations within a single activity.
Culminating projects represent an ideal form of
assessment because the student must work with the
material in a creative fashion and learning occurs
during this process. The final product is the result of
this work and is a fair basis to assign a grade to.

(H) UNIT TESTS

Unit tests are a classic example of this form of assessment.

Basing a series of questions around the unit to be
completed on a selected date is a fair form of assessment
to base grades from. Therefore this is a good example of
assessment “of” learning, as it represents a step they have been working towards being able to
complete.

(I) GROUP PRESENTATION RUBRIC

This article is a rubric for group presentations. It

can be completed both as assessment “of” and
“as” if used for peer feedback. This article is
therefore useful for both forms of assessment.