When assessing students the first thing I try to do is involve the students by co-constructing criteria. Together we sit down and decide what it is that should be looked for when I am assessing. It not only makes the students aware of what they are being assessed on but it also gets them more engaged and involved in their learning.

Something else that is key to assessing students is not only accepting a product (ei. hand-in assignment, test, report etc.) but using conversations and observations or a triangulation of evidence. Sometimes it can be hard for a student to put their ideas to paper. So if I can have a conversation with a student and they can demonstrate they understand that is still assessing them. Same thing goes for observations. However, I need to make sure I record my observations and conversations either while they are happening or afterwards.

Below are some examples of the types of assessment I have used.


  • Math
    • Building 3D Shapes
      • Students build 3D shapes filling the sheet out as they go and handing it in when completed. I would also have a conversation with each student about what they are building.


  • English Language Arts
    • Narrative Writing Checklist
      • This checklist can be used as a summative assessment of a story students write. I have used this to evaluate the short illustrated stories my students in my internship made featuring Pig the Pug.
  • Science
    • Habitat Diorama Rubric
      • As a summative assessment, students design and create a shoebox diorama of a habitat, to go along with a report they write about about the same habitat. This particular rubric was co-constructed with my internship students.
    • Light Unit College Checklist
      • Students make a collage using pictures and words of what they learnt throughout the unit. I used this during my internship and it was partially co-constructed with my students.
  • Social Studies


  • Science
    • Element Poster
      • Each student was assigned one of the first 20 elements in the Periodic Table and they were to create a poster to better describe that element. Afterwards the posters would be hung up in order as a reference for students.
  • Health
    • Stroke Assignment
      • Students can create either a comic strip or a poem to show the warning signs of stroke and what you do afterwards. As a teacher I really enjoyed these as my health class got very creative and I got some very stellar work!
    • Leadership Final Assignment
      • For this assignment, students were to choose someone they thought was a leader and explain how they showcased the five principles from the Student Leadership Challenge we had discussed as a class. Students could choose anyone. The only thing I told them was that if they can justify and show me how that person demonstrates those principles.
  • Physical Education
    • Sports Injury Assignment
      • Student’s were able to choose any sport and research the listed items. Student’s enjoyed this one as some one them learnt that all sports have injuries that can occur.
    • Hellison’s Scale
      • In my physical education classes, students used this scale to give themselves a mark at the end of class and explain why they deserved that mark. I was trying to enforce the idea that not only are we learning how to enjoy different physical activities, but we are also working on skills that can transfer outside of the gym, hence level six. At the end of every month, I would read their reflections and give them a mark out of four. I really like what Don Hellison has presents and I found a change in my students as they go used to the scale. I found a lot of them becoming more aware of what they were doing in class.
    • Daily Mark Rubric
      • At the end of every class, I would give students a mark out of ten. It is broken down into two parts. The Hellison Scale was worth 5 marks and this was the same scale they were rating themselves on. The second part was done in consultation with the students. I came up with the initial scale and, together, we changed things as they seemed fit, although I had the final say.


  • Wellness
    • Design a Warm Up Evaluation
      • The class was given the task of designing a warm up either, individually, in pairs or in a group of 3, that contained the criteria I gave them. After they were all handed in, students then had to present their warm up to the class on their assigned day. Student’s were marked on their written warm up they handed in, as well as their presentation.