Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.
These include:
Strategy | Purpose | Who | Assessment Tool |
Self-Assessment Quizzes | Diagnostic | Self/Teacher | Marking scheme |
Problem Solving | Diagnostic | Self/Peer/Teacher | Marking scheme |
Graphing Application | Diagnostic | Self | Anecdotal records |
Homework check | Diagnostic | Self/Teacher | Checklist |
Teacher/Student Conferencing | Assessment | Self/Teacher | Anecdotal records |
Problem Solving | Assessment | Peer/teacher | Marking scheme |
Investigations | Assessment | Self/Teacher | Checklist |
Problem Solving | Evaluation | Teacher | Marking scheme |
Graphing | Evaluation | Teacher | Checklist |
Unit Tests | Evaluation | Teacher | Marking scheme |
Final Exam | Evaluation | Teacher | Checklist |
Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.
The assessment will be based on the following processes that take place in the classroom:
Assessment FOR Learning | Assessment AS Learning | Assessment OF Learning |
During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go. | During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them. | During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning. |
