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Definitions and Brief Examples:

Assessment as learning (AaL):

The purpose of this type of assessment is to improve student learning. The

teacher’s role in this type of assessment is to engage each student by helping to

develop their independent selves, and create learners who are able to monitor

their own progress and determine their next steps to further their learning and

progress. The student’s role is to provide their peers with feedback that is

meaningful for their progression, make necessary adjustments in their learning,

set future goals and evaluate themselves. This type of assessment is not

assigned a grade.

 Examples: Student feedback for their peers during projects/assessments,

creation of assessment charts, self-grading a quiz, etc.

Assessment for learning (AfL):

The purpose of this type of assessment is to improve student learning. The

teacher’s role in this type of assessment is to provide students with ongoing

timely descriptive feedback that describes what they did well, what they could

work on for next time and next steps for further achievement. There are two ways

to assess students with this type of assessment; there is a diagnostic

assessment and a formative assessment. A diagnostic assessment comes

before any type of teaching begins in order to assess where students are at and

to determine their interests and learning preferences. A formative assessment

occurs frequently within the class during teaching so teachers can see what
knowledge the students are understanding and the skills they are acquiring. The

student role in this type of assessment is to understand the feedback from the

teacher and create a plan in order to achieve the next steps outlined to further

student learning. This type of assessment is not assigned a grade.

 Examples: low floor high ceiling tasks to see what students are capable of, two

stars and a wish feedback, post-it note activity, four corners, class discussions,


Assessment of learning (AoL):

The purpose of this type of assessment is to improve student learning. In this

type of assessment the student is provided with evidence of their achievement

and it occurs at the end of a period of learning (i.e. a unit, strand, course). The

teacher’s role in this type of assessment is to provide the students with rich

summative tasks and timely descriptive feedback of the overall expectations

within the curriculum (the student should know exactly why they got the mark

they got). The role of the student in this type of assessment is to take the next

steps within the feedback to improve their own learning. Students who require

accommodations and/or modifications will be assessed based on those

established criteria. This type of assessment is assigned a grade.

 Examples: a test, culminating activity, final project, etc.

Instruction, Feedback and Assessment

Instruction, feedback and assessment are all interwoven because they

function in a circular path (figure below). The double-ended arrows represent the

ability to go back and forth between

assessment, feedback and instruction

in order for the student to get the most

enriching learning experience. In

order to teach students the teacher

needs to know where the students are

and this may be accomplished by using assessment for learning strategies. The

teacher can then provide the students with descriptive feedback so that the

student knows what they need to improve upon. Once the teacher knows the

level of their students they may proceed with instruction. Through instruction this

is where assessment as learning come in, the teacher can use strategies to

assess the understanding of students while they are learning. The teacher will

provide the student with feedback, and proceed with instruction. At this point the

students should have received a lot of descriptive feedback and by the end of a

learning period the teacher may assign an evaluation (assessment of learning)

where the students may demonstrate all that they have learned throughout the

period of learning, and teachers will provide each student with more feedback.

A teacher can use the various forms of assessment to foster ownership of

learning, goal setting and achievement by demonstrating to students that they

and their voice matter, praising them for what they do well, scaffolding next steps
that are manageable and attainable, and participating in learning with them

through ongoing descriptive feedback. It is important to show students that you,

the teacher, have a growth mindset and that we are all works in progress. The

only thing we want for our students is to see meaningful progress of


Assessment is important because it is used as a tool for students,

teachers and parents. For students, assessment is important because they get

the opportunity to demonstrate what they know, their learning and their progress

in learning, they get the chance to learn from their mistakes, take risks and make

goals to do better next time. For teachers, assessment is important because it

allows teachers to see where their students are at in their learning. It shows

teachers where they may need to spend more time, where students are

struggling and reasons why, as well as moving forward with a topic that your

students understand. The different forms of assessment utilized correctly also

show teachers the progress of their students. For parents, assessment is

important because the descriptive feedback provided by the teacher explains to

the parent exactly where their child is in terms of the curriculum expectations,

what they did well and steps for further development. This shows parents that

their child is more than just a numerical grade and a student that the teacher

cares about, values and has faith in.

9 Artifacts of Assessment

Assessment as learning:

1. Student friendly check-bric

This would be a checklist for student use. This would be used to check their work
prior to handing in an assignment. If they check not met, they are able to make
the necessary improvements themselves. This type of checklist can be used in a
variety of disciplines. This is an assessment as learning tool, because students
are able to learn what the necessary criteria are, and make changes to their own
work if they have not met it. This is useful for me as a teacher because it teaches
the students the expectations of the assignment, ensures that important pieces
are not missing and so the student will get full marks and receive descriptive
feedback, and it will encourage students to double check their own work and pay
attention to rubrics in the future.

Criteria Met Not

My graph includes a title
My graph axes (x and y) are both labeled and include the correct
units used
I used a rule to connect my data points
I included a line of best fit
The intervals on my y-axis are constant
The intervals on my x-axis are constant
I have extended my lines if necessary (i.e. the context)

2. Self-assessing a quiz/test/assignment/homework while ‘talking to the text’

I did this activity while taking up homework during my practicum. I used this
during a unit that the students found particularly challenging. The students would
shout out problems they had issues with. I would take them up step by step and
would also offer any students who would like to show their solution in a different
way to come up and teach the class. The students would compare their solutions
with mine (or their peers) and talk to the text, so they would assess themselves in
terms of what they did, where they might have gone wrong and continue their
learning that way. In many cases a rule was forgotten, so they would ask
themselves how they could remember that rule, and they would formulate ways
to make sure that they did not make similar mistakes again. They also had the
opportunity to communicate with their peers. This is an assessment as learning
tool, because the students did this while they were still learning the material and
they reflected on their learning within the particular problems. This is useful for
me as a teacher because it gives students the opportunity to learn from their
mistakes. If a student can learn from their own mistakes instead of a teacher
telling them what to do they are more likely to remember because they had to do
it independently.

3. Assessment chart

This is an assessment chart. I would outline the learning goal for the particular
unit in student friendly language prior to the lesson and this chart would go in
front of each new unit. After the lesson we would review what we have learned by
co-developing success criteria. I would also create an anchor chart with the
learning goals and success criteria for reference during our unit together. This is
an assessment as learning tool because it allows students to reflect on their
learning throughout each section of the unit. This is a helpful tool for me because
it effectively wraps up each lesson. I am also able to collect them at the end of a
concept/unit and see where the students are in terms of their understanding. I
can also walk around while we are filling this out and make adjustments to my
teaching speed and delivery to suit student needs. If I notice any consistencies
with students I could have individual meetings with the students to see what they
need from me in order to understand.

Learning Goals and Success Criteria for Math 

Learning Success How well do How did you do on Reflections
Goal Criteria you assessments/homework? and Next
understand Justify. Steps



Assessment for learning:

1. Perfume bottle task as an introduction to surface area and volume

This was a math task developed by the University of Waterloo. I used it in my

practicum as an introduction to grade nine surface area and volume. This is a low
floor, high ceiling task so it allows all students an entrance point. This is an
assessment for learning tool, because it acts as a diagnostic for me to see the
level of my students within this strand of the curriculum. This is useful for me as a
teacher, because it shows me where my students are in their understanding of
surface area and volume as well as where I might need to start in the unit, as well
as where I should focus the attention of the unit.

Perfume bottle task:

2. Two stars and a wish

This is a tool for peer and self-assessment. The teacher will prepare a half cut
piece of paper that will look like below. There are two spots for a ‘star’ this is
where the student will record two things that was done well and there is a spot for
a ‘wish’ this is where they will record something that could have been improved
upon. This is an assessment for learning, because it shows whoever is receiving
the feedback what they did well and steps to improve for next time. Their learning
is an ongoing process and this feedback will provide them with areas that they
could improve in order to do better. They will learn about their work through this
assessment tool. This is useful for me as a teacher because it shows the student
who receives the feedback things that they did well from their teacher as well as
their peers as well as identifying next steps for improvement. In school students
are concerned with what their peers think of them and their work, so this is a
great tool to use to compliment students and boost positivity in the classroom.
There should be a disclaimer prior to using this tool with a class discussing that
bullying and hurtful comments are not tolerated.

Two Stars and a Wish

3. Post-It Notes

This activity allows students to reflect on their learning and think about the
answer to the questions recorded on the image below. I would have areas
designated on the board for each student to post their post-it notes. Students
would have the opportunity not to share if they did not want to, but this activity is
confidential because everyone would have the same colour sticky notes. This is
an assessment for learning tool because it demonstrates to me where the
students are in the lesson/unit/class. This is useful to me as a teacher because I
am able to assess my students learning, see what they are doing well and what
they are not doing well. With this information I can change my lessons, adjust my
instruction techniques as well as speed of the lesson. The post-it note that asks
“What can my teacher do to help me?” will particularly help me connect to my
Assessment of learning:

1. Test

This evaluates a students understanding and knowledge of the concepts that are
being tested. This is an assessment of learning tool, because students are
demonstrating what they know of the current unit. This is useful as a teacher
because you can see if the students have demonstrated proficiency in the
expectations, and depending on the results you may decide to go back and focus
on a particular area.
2. Summative assignment in trigonometry

This assignment was used with my grade ten applied class. This was an
evaluation based on their understanding of finding the unknown side of a triangle.
This is an assessment of learning tool because it was assigned at the end of a
major topic that we covered in trigonometry and it was assessing the students
overall understanding. This is useful to me as a teacher as it allows me to see if
my students have achieved the overall learning expectations of that particular

Assignment: Finding Sides of a Right Triangle Using Trigonometry

Goal: Explain or demonstrate how to find the height of an inaccessible

(really tall) object and find the height of a given object in the gym

Part 1: The Gym

Read through this entire booklet before starting so that you know what is

You will be assigned an object in the gym. You may work together to help each
other and discuss your strategy, but each person will be doing their own work
and handing in their own booklet.
You will not share what the object is with Ms. Tucker or Ms. Ross, keep it top
secret! We are going to interpret your findings and guess what your object is
based on your calculations!

Do not write what your object is on page 2! Page 2 is where you will show your
full solution first so that Ms. Tucker and Ms. Ross can make their guess on your

This entire workbook will be marked so it is important that you fill in all of the
spaces (on every page).

Part 1 Due Date: Friday November 24th at the end of class

Part 2: Creativity!

Make a presentation based on your interests that explains or demonstrates how

to use what you have learned so far in trigonometry to find an unknown side
length. You may choose any creative way to present your findings (e.g. a video,
comic strip, a song, a poem, a PowerPoint, an instruction manual, a Bristol
board, a skit, anything creative!)

Your presentation should include:

- What the problem is, and what you are finding
- Your strategy for finding the height of an inaccessible object
- What you are going to use to figure out your unknown information
- Go through all of the steps to explain to someone who doesn’t know
how to do this (pretend that you are teaching someone who has no
knowledge in trigonometry)
- Do not solve the problem!



Part 2 Due Date: Tuesday November 28th at the beginning of class

There is a rubric attached to the end of this assignment for part 1 and part 2.

Written Solution:
Show all of your work. How high up is your object? Round to the nearest tenth
of a unit.

Activity Guide:

What data are you finding? What can you measure directly?
Draw a labeled diagram including any information you already know or have

What do you need to find (what is missing)?

How are you going to find it?

Did your answer seem reasonable? Why or why not.

Summarize your Strategy: (lay out all of the steps)

Step 1: Finding the Height of an Inaccessible Object Rubric

To get a level 4… Teacher Feedback Student

Thinking/  Interpreting the problem
Inquiry correctly
 Drawing the diagram
correctly through scope of
 Follow through of your
chosen strategy is
Knowledge/  Labeling of the diagram
Understanding was accurate (using
given/required information
as well as SOHCAHTOA)
 Thorough understanding of
carrying the angle with the
trigonometric ratio (travel
as a pair, one does
nothing without the other)
 Thorough understanding of
solving equations for an
unknown variable
(following order of
 Proper use of units/uniform
Application  The strategy to follow is
clear, thorough and
 Applies knowledge of
trigonometry to a real-life
problem with a high
degree of effectiveness
Communicatio  Organization of
n mathematical ideas is
expressed clearly and
logically throughout the
entirety of the assignment
 Clear understanding of the
purpose of the activity and
ends the assignment with
a concluding statement

3. Grade 10P Culminating of Course

This is a culminating activity for the grade ten applied course that my associate
teacher and I co-designed. This activity requires the students to create summary
sheets for every major topic discuss thus far in the course as well as a final
project that incorporates mathematics into their everyday lives. This is an
assessment of learning tool because the students are assessed on their entire
learning of the course. This is useful to me as a teacher because the first part of
the culminating has the students create summary sheets, these can be used by
the students for their final exam, it is also useful to me because it allows the
students to tie their lives into the curriculum and make meaning out of the