Principles of Assessment
Practical Implementations in the Classroom
The fifth Standard of Practice recognizes that teachers should engage in self-directed learning that is informed by research and knowledge. The following principles of assessment are broad philosophies that invite educators to innovate and search for ways to apply in their classrooms. The reflection below contains some practical applications of the principles that I have discovered through research and experience.
According the Ministry, “The primary purpose of assessment and evaluation is to improve student learning.” (2010, p. 6). While simple to state, this outlook towards assessment is all-to-often forgotten in classrooms. It is imperative that teachers be intentional in their creation and implementation of assessment tools in their classroom to ensure that this primary purpose is achieved and strived for.
While all seven of the fundamental principles of assessment have value, I have chosen to share some practical applications on three.
While all seven of the fundamental principles of assessment have value, I have chosen to share some practical applications on three.
Teachers should use assessment practices that are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students (Ontario Ministry of Education, 2010, p. 6).
One of the great strengths of backwards design during curriculum development is that it seeks to ensure that assessments are created to assess the understanding of standards. Teachers should approach unit planning considering first the assessment evidence that they will require to determine if learning has occurred and if standards have been met (Wiggins & McTighe, 2002, p. 18-19). Only after the assessment criteria has been determined should lesson planning take place. This helps to make sure that time spent in class is intentional.
Also, make sure that summative assessments don’t combine scores for behavior with scores for skill application, and that cross-curricular projects are graded by content area. For example, when I grade science lab activities, I record two separate scores, one for their application of the scientific method in the context of the experiment, and the other for their use of conventions and sentence writing. Combining too-diverse criteria into a single grade muddies the data obtained and makes the final number communicate very little that a student could use to improve their learning. In addition, teachers should avoid giving group grades as they don’t reflect individual learning and two students who have attained the same knowledge could potentially receive different grades. (Brookhart, 2013, p. 3)
Assessments should allow for student choice and include options that allow for differentiation by interest, preferred learning modality, and intelligences (Tileston, 2011, pp. 102-103; Schwartz & Pollishuke, 2011, p. 72). An example of this that I have applied on summative assessments is allowing students to answer in multiple formats. A question on a unit test will often allow a student to communicate their learning in a diagram, via definitions, or by citing examples to illustrate.
Also, make sure that summative assessments don’t combine scores for behavior with scores for skill application, and that cross-curricular projects are graded by content area. For example, when I grade science lab activities, I record two separate scores, one for their application of the scientific method in the context of the experiment, and the other for their use of conventions and sentence writing. Combining too-diverse criteria into a single grade muddies the data obtained and makes the final number communicate very little that a student could use to improve their learning. In addition, teachers should avoid giving group grades as they don’t reflect individual learning and two students who have attained the same knowledge could potentially receive different grades. (Brookhart, 2013, p. 3)
Assessments should allow for student choice and include options that allow for differentiation by interest, preferred learning modality, and intelligences (Tileston, 2011, pp. 102-103; Schwartz & Pollishuke, 2011, p. 72). An example of this that I have applied on summative assessments is allowing students to answer in multiple formats. A question on a unit test will often allow a student to communicate their learning in a diagram, via definitions, or by citing examples to illustrate.
Teachers should use assessment practices that are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course (Ontario Ministry of Education, 2010, p. 6).
Assessment practices and criteria should always be a topic of discussion during parent-teacher conferences, and be included in class newsletters and other means of communication with parents to keep them informed and up-to-date (Schwartz & Pollishuke, 2011, p. 270). At the start of the year, I invite parents to visit my class for a brief open house meeting and go over the assessments that I will use and my expectations for the year. It helps to clear up a lot of misunderstandings before they have the chance to occur, and builds trust between the parents and myself early on.
Student-led conferences can allow both students and parents to reflect together on their progress and achievement, the entire process becoming an example of assessment as learning (Schwartz & Pollishuke, 2011, p. 267). I’ve not yet tried student-led conferences, but it’s something that I hope to bring into my school in the near future.
Finally, educators can also harness the power of email and social media to communicate with parents regarding their child’s day-to-day growth and development (Schwartz & Pollishuke, 2011, p. 277; Couros, 2015, p. 68). I’ve had great success communicating with parents using the Classting platform, and a number of colleagues have used Class Dojo and Edmodo with great results. Parents care a lot about their children and frequent communication helps to allay worries that may develop when communication is lacking.
Student-led conferences can allow both students and parents to reflect together on their progress and achievement, the entire process becoming an example of assessment as learning (Schwartz & Pollishuke, 2011, p. 267). I’ve not yet tried student-led conferences, but it’s something that I hope to bring into my school in the near future.
Finally, educators can also harness the power of email and social media to communicate with parents regarding their child’s day-to-day growth and development (Schwartz & Pollishuke, 2011, p. 277; Couros, 2015, p. 68). I’ve had great success communicating with parents using the Classting platform, and a number of colleagues have used Class Dojo and Edmodo with great results. Parents care a lot about their children and frequent communication helps to allay worries that may develop when communication is lacking.
Teachers should use assessment practices that provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement (Ontario Ministry of Education, 2010, p. 6).
Developing a feedback cycle that ensures prompt feedback after formal and informal assessment is an important part of unit planning and scheduling. One way to do this is to include formative and summative assessments into unit and long range planning. Providing ongoing feedback post-assessment allows students to monitor their learning and set goals and can improve the performance of low achieving students (Schwartz & Pollishuke, 2011, p. 70, 75). Providing exemplars during the learning process can help students to self-assess their learning and determine what steps they need to take to meet standards (Schwartz & Pollishuke, 2011, p. 76.) Many students are willing to donate completed work at the end of the year that you can use as exemplars in the following year for new students.
Limits on instructional time, high-volumes of grading and paperwork, and political opinions regarding standardized testing means that assessment sometimes has a negative reputation among teachers. It’s easy to forget that the ultimate goal of assessment is to make sure that our practice is having the desired effect of facilitating student learning. Really, when we assess our students we are actually assessing our practice and obtaining valuable data that we can use to improve ourselves as educators.
References:
Brookhart, S.M. (2013) Grading and group work: how do I assess individual learning when students work together? Alexandria, VA: ASCD.
Couros, G. (2015) The innovator’s mindset: empower learning, unleash talent, and lead a culture of creativity. USA: Dave Burgess Consulting, Inc.
Ontario Ministry of Education (2010). Growing success: assessment, evaluation, and reporting in Ontario schools-First edition, covering grades 1 to 12. Toronto: Queen’s Printer for Ontario.
Schwartz, S. & Pollishuke, M. (2013). Creating the dynamic classroom: a handbook for teachers. Toronto: Pearson.
Tileston, D.W. (2011). Ten best teaching practices: how brain research and learning styles define teaching competencies. Thousand Oaks, CA: Corwin.
Wiggins, G., & McTighe, J. (2005). Understanding by design: expanded 2nd edition. Alexandria, VA: ASCD.
Brookhart, S.M. (2013) Grading and group work: how do I assess individual learning when students work together? Alexandria, VA: ASCD.
Couros, G. (2015) The innovator’s mindset: empower learning, unleash talent, and lead a culture of creativity. USA: Dave Burgess Consulting, Inc.
Ontario Ministry of Education (2010). Growing success: assessment, evaluation, and reporting in Ontario schools-First edition, covering grades 1 to 12. Toronto: Queen’s Printer for Ontario.
Schwartz, S. & Pollishuke, M. (2013). Creating the dynamic classroom: a handbook for teachers. Toronto: Pearson.
Tileston, D.W. (2011). Ten best teaching practices: how brain research and learning styles define teaching competencies. Thousand Oaks, CA: Corwin.
Wiggins, G., & McTighe, J. (2005). Understanding by design: expanded 2nd edition. Alexandria, VA: ASCD.
