Assessment

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.

GRADE THREE

  • 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.

GRADE FOUR

  • 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

 

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