Sample Assessment Documents

These documents are intended as examples of what could be used. Before looking in to how to assess, first be clear on WHAT to assess.

What competencies is this learning experience intended to support?
What do information do I want early in the process, during the process, and after the process.
Am I clear about what parts are formative (forming understanding & focus for further learning) and which are summative (evaluative, a summary of learning at a point in time)?

When creating

Does the criteria reflect the specific purpose of this activity?

Focused anecdotal observations.

FORMATIVE: taking the time to listen & observe with a focus can drive the direction of how and where you proceed to next. It's also helpful for checking that each student is periodically getting the teacher's focused assessment during active learning.

Curricular Competency Grid of entire Social Justice curriculum: for student portfolio and to empower emergent curriculum and/or inquiry

FORMATIVE & SUMMATIVE

This keeps ongoing assessments, the breadth of our assignments, and our evaluations focussed on competencies

Learning Activities, short or ongoing, might have their own rubrics or other forms of assessment. This "interactive binder" assignment is a way of organizing notes and thinking over time.

REFLECT:
Does your assessment tool reflect your values and the intention of your teaching practice?

• learner centred

• inquiry based

• based on experiential learning

• emphasizes an awareness of self and others

• recognizes the value of group processes

• supports a variety of learning styles

These are the main focus points of the First People's Pedagogy and are helpful in guiding assessment work.

LOGISTICS & CONSIDERATIONS

Assessment should be layered: focused observations, interviews, presentations, reflections, practice tasks to build skills...

Beware of the quiz: are those 100% marks on practice exercises relevant in developing an overall mark? Aren't they simple skill building? Perhaps the quiz mark helps the student to know where to focus their practice, but doesn't need to be summative at all. Most learning activities are just part of the learning process and require feedback - not grades.

Leave opportunities for a students to present learning in different ways. If writing is not part of the learning goal, then is an oral or video option available?

How about layering on tech skills with a website, podcast, video game? Same goes for all subject areas.

GRADES

Grades/evaluations/summative marks are a statement of a learner's independent abilities at a point in time. What point? The established times for reporting out. Between those times, it's all about learning, so stick with formative assessments and feedback.

When it is time to evaluate, a wholistic approach that evaluates on all aspects of the curriculum covered is the goal . That's why that portfolio document can be handy - especially if you're tracking progress through cross-curricular projects.