Balanced Assessment

4
Assessment for learning

STUDENTS
ASSESSMENT
STRATEGEY

SHARING
LEARNING GOALS
AND CRITERIA FOR
SUCCESS

OBJECTIVE
& STAKEHOLDERS
For students to develop
clarity on learning goals
and define what success
looks like in relation to
those goals.

TEACHER

COMETENCIES
CULTIVATED
Self-directed
learning,
Communication,
Collaboration.

Assessment as learning

SUPPORTIVE ADULTS
EXAMPLES

SCHOOLS/BOARD

CONNECTING FORMATIVE
TO SUMMATIVE

Critiquing models or
exemplars

Exemplars connected to their

assigned performance tasks

Creating rubrics with

students

Students provide reflection on

how well they met the selected
criteria.

Using exemplar
critiques to create
rubrics
Students make quizzes practice identifying
important learning
focuses
List three things a
student might
misunderstand

T-chart of what they do

and do not understand

Students questions are later

used as review and for building
a summative quiz.
Later students can use these to
create a summative assignment
identifying and informing an
identified audience of common
misconceptions.

Assessment of learning

GOVERNMENT
NOTES

Assessment for learning

STUDENTS

PEER
ASSESSMENT

For student being

assessed to have
support in identifying
their gaps.
All students practice
forming and receiving
feedback, thus building
capacity for critical
reflection in light of
goals/criteria and
developing socioemotional skills.

Critical thinking,
communication,
collaboration,
civic
engagement.

TEACHER

2 stars and a wish

TAG (Tell something
you like, Ask a question,
Give a suggestion)

Assessment as learning

SUPPORTIVE ADULTS

Assessment of learning

SCHOOLS/BOARD

Students explain how they

responded to the
wishes/suggestions received
from peers and are partially
assessed on suitable/justifiable
response.

GOVERNMENT

*Peer assessment should

not be used for
summative assessment
but methods may
connect to support
summative performance.

GLOW (what works) &

GROW (what needs to
be worked on)
Traffic lights

Helpful skill when editing a

summative assignment.

Plus minus and whats

next
Rubrics

Students receive more

experience clarifying learning
goals through reflecting on peer
work and receiving feedback
utilizing the summative
assessment criteria.

Thinking hats
COPS (literacy) Capitals,
Organization,
Punctuation, Spelling
(peer or self)
Critiques

Mini critiques can build toward

a final project that asks students
to apply that skill in summative
task. I.e. Write an art review on
current exhibition

*We are referring to the

intentional and
respectful process of a
public critique.

Assessment for learning

STUDENTS

SELFASSESSMENT

For students to develop

the capacity to identify
where they are in
relation to where they
could be.
Students develop
critical self-reflection,
metacognitive ability,
and intrinsic motivation.

Lifelong learning,
Critical thinking,
Self-directed
learning, problem
solving,
innovation.

TEACHER

Assessment as learning

SUPPORTIVE ADULTS

SCHOOLS/BOARD

RED: (Relevant,
Example, Detailed)
Learning logs (p. 12)
Conferences (p. 9)

Exit slip

Presentation of project with

clear understanding of goals
and intentions
Reflective paper alongside
project

Checklist or
misconception checklist
Learning portfolios
T-chart of what they do
and do not understand
(#22)

A performance task evaluation

takes into account areas
students do not understand and
looks for demonstration of
learning in those areas, giving
credit for effort.

Create a quiz
Journal entry (p. 19)
Goal setting
Traffic Lights
Plus minus and whats
next

Assessment of learning

Teacher may have summative

conference with students to
offer opportunity to give credit
for the effort and evolution
process.

GOVERNMENT

Assessment for learning

STUDENTS

REVISITING
LEARNING

For students and

teacher to review/revisit
what they have learned.

Self-directed
learning, critical
thinking,
communication,
Problem-Solving.

TEACHER

Four Corners

Assessment as learning

SUPPORTIVE ADULTS

SCHOOLS/BOARD

Helpful to determine arguments

in developing a persuasive
summative task. Hearing
alternative arguments or
opinions can strengthen student
work.

Invent the Quiz

Mind Map

Three Minute Play

Exit and Enter Slips
Illustration: Draw a
picture illustrating a
relationship between
terms in the text.
One Sentence Summary
Graffiti Wall (p. 11)
So What? Journal:
Double Entry Journal (p.
10)
Capturing significant
moments of learning (#3
in link): Students
capture moments and
explain choices.
One Minute Sentence
3-2-1

Assessment of learning

Students may use this to think

through a task, which requires
identifying and presenting
significant connections within a
topic.

GOVERNMENT

Assessment for learning

STUDENTS

EFFECTIVE
QUESTIONING

For teacher, to assist

them in adjusting
instruction based on
student responses, to
better support student
learning.

Critical thinking,
communication,
Innovation.

TEACHER

Assessment as learning

SUPPORTIVE ADULTS

SCHOOLS/BOARD

Exit Slips
Misconception check
Analogy Prompt

White Board
Questioning
Postcard write to
absent student to
explain class missed.

Students take their constructed

understanding and apply it
throughout a task. It assists
them in demonstrating clear
understanding of a concept and
drawing connections in a
performance task.

Students are able to synthesize

and select important
information, skills helpful in
crafting a summative essay from
sources.

Socratic Seminar
Quick Writes (p. 15)
List 10 Things (p. 13)
One Minute Essays (p.
13)

Sentence Prompts (p.

16)
Three Facts and a Fib
(p. 17)

Assessment of learning

Students are able to identify the

most significant points, helpful
as they build ideas from
research and inquiry.

Students are able to identify the

true and untrue information
pertaining to a topic, a skill they
build and apply later on
summative multiple choice test.

GOVERNMENT

Assessment for learning

STUDENTS

QUALITY
FEEDBACK

For the teacher to

support the student in
moving from what they
know, to what they are
able to do next.

Critical Thinking,
Problem-Solving,
Innovation,
Communication.

TEACHER

Observations (p. 13)

Use a notebook to track

progress.

I noticed
statements

One on one
conferences

EVALUATING

For teacher to give the

student a sense of their
strengths and areas for
growth in relation to
outcomes and
competencies.

Lifelong learning

Conferences/Interviews
Portfolio
Exhibition
Reports/Essay
Anecdotal Notes
Capturing significant
moments of learning (#3
in link): Students
film/photograph/screen
shot/etc. moments and
explain choices.
Performance tasks

Assessment as learning

SUPPORTIVE ADULTS

Assessment of learning

SCHOOLS/BOARD

Students receive feedback on

their process based on teacher
observations. The feedback helps
students improve towards a more
effective performance.
The teacher makes note of
observations as students learn
(participation, effort,
development). These notes are
used to assess a summative task.
The teacher verbally affirms the
students work progress and
demonstration of competencies
positively influencing their
performance in a task or area.

GOVERNMENT

Assessment for learning

STUDENTS

MEASURING

To quantifiably define
where students are
situated in terms of
learning goals
(competencies and
outcomes) in relation to
success criteria. Does
not always involve the
student.
Diagnostic or
Summative.

Lifelong learning

TEACHER

Interim assessments
End-of-term or semester
exams
Provincial Exams /
Diploma
District benchmark or
End-of-unit or chapter
tests
Checklists
ESL Benchmarks

Assessment as learning

SUPPORTIVE ADULTS

Assessment of learning

SCHOOLS/BOARD

10

GOVERNMENT