Assessment Process
The assessment process starts with planning based on content standards, and involves assessing, evaluating and communicating student learning.
1. Where do Damian Cooper’s messages about triangulating fit in the assessment process?
Damian Cooper’s messages about triangulating fit in with the assessment process with For, As and Of Learning. When teachers are making observations, they are executing for learning by evaluating students learning needs and comprehension to determine how they may need to modify their lessons. As learning is reflected in conversations as they can give and take peer and teacher feedback. Students also create new knowledge through conversations by asking questions. Observations and conversations are connected to formative assessment to adjust information for students to improve their learning. Teachers can gauge where students are at through observations and conversations. Lastly, products would relate to of learning as the student is demonstrating their knowledge of what they know in some way.
2. Where do Ken O’Connor’s messages about grading fit in the assessment process?
Ken O’Connor states that the four conditions of quality for grades are consistent, accurate, meaningful and supportive of learner. Teachers need to have the same understanding of performance based off of curriculum documents and specific expectations. Grades need to be meaningful by giving information about students achievements in learning goals. This can be related to feedback a student receives from their teacher to determine how to improve or what they did well. The most important is being supportive of learning. Expectations need to be evident for parents, students and teachers and students. Students should reflect on how to improve learning not how to improve grades. O’Connors four conditions all tie in with the seven fundamental principles of assessment in Growing Success (2010): Supporting all students, equitable, communicated clearly, obtaining meaningful feedback, etc.
3. Use Growing Success documents to identify key messages about Evidence of Student Learning, and Determining a Report Card Grade.
Student achievement is collected from evidence based off of observations, conversations and student products. The more sources used the more reliable and valid the evaluation is towards student learning. Determining a report card grade is based on the evidence collected of student learning. Report card grades should reflect students most consistent level of achievement and is based of professional judgement and interpreting observations, conversations, tests, assignments, etc. The principal ensure a mutual understand among all staff about finalizing grades.
4. Record one question you have about an element of the Assessment Process that you want to explore more deeply.
I would like to learn more about how to assess student’s with IEP’s and how grading differs between students who are not on an IEP.
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