Discussion assignment unit 5
Assessment occurs consistently at the beginning, throughout and end of a
unit (Anonymous, n.d.). Assessment for learning occurs throughout the learning
process. This type of assessment allows instructors to decide what they can do
to help learners progress by making each learner’s understanding visible
(Western and Northern Canadian Protocol for Collaboration in Education, 2006). Assessment
as learning focuses on learners and emphasizes assessment as a process of
metacognition. In this discussion assignment, I will select an assessment for
learning and an assessment as learning and explain when I would use each of
these. Finally, I am as the teacher will appraise my expectations regarding their
implementation with my learners.
I would use Think-Pair-Share (TPS)
as an assessment for learning in my classroom. Think-Pair-Share, TPS, is a
collaborative learning strategy that allows students to work together to answer
a question or solve a problem (Reading Rockets, n.d.). I would employ this
assessment tool at the beginning, middle, and end of a unit. TPS allows learners
can communicate their understanding of topics and will enable me to identify
what learners know or any confusions, preconceptions, or gaps they may have.
This information will provide the teacher with a basis for determining what his
students need to do next to move their learning forward (Western and Northern
Canadian Protocol for Collaboration in Education, 2006). While administering
TPS as an assessment for learning, teachers will hold any expectations regarding
its implementation.
Firstly, I expect that my students will
communicate honestly about their knowledge of a topic. To make sure
this, I will provide learners with time and establish a positive classroom
culture where learners have the confidence to speak without the fear of failure
or humiliation. Secondly, I expect that other learners will listen respectfully
while their peers are taking. I must understand exactly what a learner is
trying to communicate. Therefore, I cannot allow other students to stop or
assist their friends. To ensure that TPS is efficiently used as an assessment
for learning, I must create the model procedure to ensure that learners
understand how to use the strategy (Reading Rockets, n.d.). Assessment as
learning helps learners become more responsible for their learning and track
future directions (Anonymous, n.d.). An assessment as learning that I would use
in my classroom is Electronic-Portfolios. E-Portfolios encourage self-guided
learning (Tuttle, 2007). After understanding the desired outcomes of a unit, learners
will gather evidence of learning. In the past, I have used Seesaw for this
purpose.
I created separate folders for math, English, science
and each unit of inquiry. It was up to the learners to choose what artefacts
they wished to upload to each folder. In addition to presenting their work,
students were required to write or record a description of their artefact and
what they learned from the activity. I might use E-Portfolios throughout the
year. Before implementation, however, I've got to explicitly outline my
expectations to the learners. this can be done by modelling as uploading
artefacts and appropriate written or recorded descriptions. This strategy of
assessment as learning will allow learners to be actively engaged in creating
their understanding by becoming critical assessors who add up data, relate
it to prior knowledge, and use it for brand spanking new learning (Western and
Northern Canadian Protocol for Collaboration in Education, 2006).
References
Anonymous. (n.d.). Using assessment to drive
instruction. Teacher Education. The University of Virginia. Retrieved from:
https://education.fcps.org/bcms/sites/bcms/files/peggy.young/Using
%20Assessment%20to%20Drive%20Instruction.ppt
Reading Rockets. (n.d.).
Think-Pair-Share. Retrieved from readingrockets.org/strategies/think-pair-share
Tuttle, H.G. (2007) E-portfolios are the wave of the future. Digital-Age
Assessment. Retrieved March 3, 2012, from http://www.techlearning.com/article/44127
Western and Northern Canadian Protocol for
Collaboration in Education. (2006). Rethinking classroom assessment with
purpose in mind. Retrieved from: https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf
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