Assessment Of Learning - summative (after learning) - determines learning - evaluates students Examples: o Unit exams o Graded quizzes o Lab reports o Projects | Assessment As Learning - act of evaluating your work to enhance learning - a way to consider your work in a different way - students are involved and engaged in the evaluation process, students take responsibility for their own learning - encourages peer assessment, self-assessment and reflection Examples: o Science Notebook – explained below o Laundry Day – explained below o 4 corners – explained below o Laboratory Report self & peer assessment o Cups– explained below |
o Ready, set, show – students hold up a single finger to represent their understanding. One finger if they are very confused, two fingers if they are starting to understand the material and three fingers if they have mastered the content
o Sage & Scribe – one student says everything they know about a topic and the other writes it down. The students switch and the previous scribe adds anything else to the list that was not previously included. It is a good way to know what background knowledge students have about a new topic before starting it.
o Exit Slip – students write a note to the teacher about a point of confusion, two questions they still have and three take away points from the lesson they just had. Students must hand this in to the teacher before leaving the class.
o Think Pair Share
o Plus/Delta/Next – a quick group conversation at the end of the day regarding what students feel like they need to change about their learning that day (delta), what they liked or gained for their learning (plus), and what they suggest they still need for their learning (next)
o Laundry Day – before a test, students reflect on what they need to ‘clean up’ or improve their understanding of. In each of the 4 corners of the room there is a laundry detergent jug representing a different state of readiness for the upcoming test. At each station there are appropriate worksheets, instructions or activities to support the students’ learning.
Tide – students feel that the tidal wave of information might drawn them.
Students will need a comprehensive review of the information
Gain – students understand the basics of the concepts,
but need to further their understanding of the finer detail
Bold – students are fairly confident they have understanding of the
concepts and will be successful on the test but still have some question
Cheer – students are confident they will be successful on the test,
to extend and refine their learning they may help those students in the
Tide category to further their understanding
o Science Notebook – students keep a science notebook, somewhat like a journal, to keep track of their learning. They will document their scientific processes, methods, discoveries and points of learning.
o 4 Corners – on days when students are struggling getting the concepts of the topic of the day, to get them up and moving the teacher calls 4 corners. Students moved to a labeled corner that best represents their learning at that time. Once in their chosen corner, students generate questions with their peers about what they’re learning and try to ask the teacher challenging questions. By doing this, the level of difficulty of the questions asked is a good reflection of the level of understanding within each corner.
Corner 1 – Stop! – Students are totally confused
Corner 2 – Slow down – Students have some understanding but would not be able to pass a test today
Corner 3 – Keep moving – Students are understanding the conepts and don’t feel like they need much more practice
Corner 4 – Let me help – Students have a full understanding and could teach it to their peers
o Cups – Students are given a green, yellow and red cup. Green means the student understands completely, yellow means the student has some understanding but is still unsure and red means the student needs help or does not understand. As the lesson continues, students will switch their cup to reflect how they are feeling regarding the content
o Ungraded quizzes
o Sage & Scribe – one student says everything they know about a topic and the other writes it down. The students switch and the previous scribe adds anything else to the list that was not previously included. It is a good way to know what background knowledge students have about a new topic before starting it.
o Exit Slip – students write a note to the teacher about a point of confusion, two questions they still have and three take away points from the lesson they just had. Students must hand this in to the teacher before leaving the class.
o Think Pair Share
o Plus/Delta/Next – a quick group conversation at the end of the day regarding what students feel like they need to change about their learning that day (delta), what they liked or gained for their learning (plus), and what they suggest they still need for their learning (next)
o Laundry Day – before a test, students reflect on what they need to ‘clean up’ or improve their understanding of. In each of the 4 corners of the room there is a laundry detergent jug representing a different state of readiness for the upcoming test. At each station there are appropriate worksheets, instructions or activities to support the students’ learning.
Tide – students feel that the tidal wave of information might drawn them.
Students will need a comprehensive review of the information
Gain – students understand the basics of the concepts,
but need to further their understanding of the finer detail
Bold – students are fairly confident they have understanding of the
concepts and will be successful on the test but still have some question
Cheer – students are confident they will be successful on the test,
to extend and refine their learning they may help those students in the
Tide category to further their understanding
o Science Notebook – students keep a science notebook, somewhat like a journal, to keep track of their learning. They will document their scientific processes, methods, discoveries and points of learning.
o 4 Corners – on days when students are struggling getting the concepts of the topic of the day, to get them up and moving the teacher calls 4 corners. Students moved to a labeled corner that best represents their learning at that time. Once in their chosen corner, students generate questions with their peers about what they’re learning and try to ask the teacher challenging questions. By doing this, the level of difficulty of the questions asked is a good reflection of the level of understanding within each corner.
Corner 1 – Stop! – Students are totally confused
Corner 2 – Slow down – Students have some understanding but would not be able to pass a test today
Corner 3 – Keep moving – Students are understanding the conepts and don’t feel like they need much more practice
Corner 4 – Let me help – Students have a full understanding and could teach it to their peers
o Cups – Students are given a green, yellow and red cup. Green means the student understands completely, yellow means the student has some understanding but is still unsure and red means the student needs help or does not understand. As the lesson continues, students will switch their cup to reflect how they are feeling regarding the content
o Ungraded quizzes