{"id":3688,"date":"2022-01-07T13:04:53","date_gmt":"2022-01-07T07:34:53","guid":{"rendered":"https:\/\/learn.toddleapp.com\/?post_type=blog_post&p=3688"},"modified":"2023-05-16T12:54:09","modified_gmt":"2023-05-16T07:24:09","slug":"6-strategies-to-creating-meaningful-assessments","status":"publish","type":"blog_post","link":"https:\/\/www.toddleapp.com\/learn\/blog-post\/6-strategies-to-creating-meaningful-assessments\/","title":{"rendered":"6 Strategies to Become an Assessment Capable Practitioner<\/b>"},"content":{"rendered":"\n

\u201c[Assessment] goes to the heart of what matters in education:
…the ultimate goal of student learning\u201d – Marguerite Clarke<\/em><\/p>\n\n\n\n

The word assessment is not new to educators.  Yet, many practitioners, parents and students are still under the misconception that assessment is about tests, evaluations and grading. <\/p>\n\n\n\n

It is much more than that. Assessment is so intertwined with learning that it has become a part of the process of planning, teaching and learning. One can\u2019t be separated from the other.<\/p>\n\n\n\n

In this blog post, we will be examining the definition of ASSESSMENT and looking at the WHY, or purpose, of assessment. Then, we will focus on WHAT we are assessing and HOW we can assess it. Along the way, we hope to provoke you to develop your own assessment capabilities.<\/p>\n\n\n\n

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1. Define assessment<\/strong><\/h2>\n\n\n\n

We should go back to the etymology of the word \u201cassessment\u201d<\/strong> which comes from the Latin verb \u201cassidere,\u201d<\/strong> meaning, \u201cto sit with.\u201d   <\/strong>This reminds us that assessment is something teachers do with and for students rather than to students.  This places the students at the centre of the process.  With the teacher\u2019s guidance, they should be involved and play active roles throughout the assessment process. <\/p>\n\n\n\n

How do we do that? What capabilities should teachers have in order to nurture assessment capable students?<\/p>\n\n\n\n

At our Toddle Talks webinar<\/a> on the subject, we asked the participants to share words and phrases that relate to assessment.  This is the outcome of their sharing.<\/p>\n\n\n\n

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2. Clarify your understanding of assessment<\/strong><\/h2>\n\n\n\n

In order to understand the process of assessment, we should go back to the  WHY or the reason we assess.  It is simply to inform teaching and learning.<\/p>\n\n\n\n

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Source: Dylan Wiliam – Formative Assessment Strategy<\/p>\n\n\n\n

In order to do so, as teachers, we should know where the learning is going<\/strong>.  This means we should know our curriculum. Our curriculum is the compass that guides us to plan the learning pathways with our students.<\/p>\n\n\n\n

Next, we should know where the learner is now<\/strong>.  Try to visualize the learning pit that\u2019s created by James Nottingham<\/a>.  Where is the learner now? Using different assessment strategies and tools, we can gather data that informs our planning and supports students to set their own goals. This will help us and the students think of strategies that can be used to get where<\/strong> they should be.<\/p>\n\n\n\n

3. Know how assessment practices have changed over time<\/strong><\/h2>\n\n\n\n

Over the years, the practice of assessment has shifted from a more traditional way of assessing where the teacher essentially \u201cdoes\u201d the assessment to the student called, \u201cAssessment OF Learning\u201d<\/strong>. The student has no input in this type of assessment.<\/p>\n\n\n\n

The shift to a more \u201cenhanced\u201d learning approach is when the student takes ownership of their learning in what is called, \u201cAssessment FOR Learning\u201d.<\/strong> The student self-assesses by reflecting on their learning and adjusting their thinking, thereby developing new understandings. The teacher is merely the \u2018knowledge guide\u2019 rather than the \u2018knowledge holder.\u2019 <\/p>\n\n\n\n

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Source: http:\/\/etec.ctlt.ubc.ca\/510wiki\/Assessment_as_Learning<\/a><\/em> Western and Northern Canadian Protocol (WNCP). (2006).<\/p>\n\n\n\n

4. Understand the assessment process<\/strong><\/h2>\n\n\n\n

Assessment is like an ongoing conversation where the teacher \u2018walks beside\u2019 the learner in a continuous conversation. The teacher adjusts their teaching and the student adjusts their learning as a result of the ongoing conversation. This results in what could be described as a \u2018continuum of the stages of growth,\u2019 as the learner develops their new understandings, skills and knowledge. Only the individual teacher will change over time as the student\/learner moves along this learning journey.<\/p>\n\n\n\n

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When looking at assessment from the teacher\u2019s view, engaging in the assessment is similar to the Visible Thinking Routine of, \u201cSee-Think-Wonder\u201d.<\/p>\n\n\n\n

Through learning experiences, we see how the students interact and show their understanding.  We listen to their discussions.  What do we notice as we observe this action?  How do we record this data?  How do we capture their thinking that is shown daily?<\/p>\n\n\n\n

Within this modification of the  \u2018See-Think-Wonder\u2019 routine, we simultaneously keep the 3 main questions: Where is the learning going? Where is the learner now? How do we get there? All of these ongoing questions lead to the \u2018what\u2019s next?\u2019 point which supports our planning for teaching and supporting learning.<\/p>\n\n\n\n

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5. Put on the \u2018noticing cap\u2019 whilst assessing<\/strong><\/h2>\n\n\n\n

Going back to our initial question, if we are an assessment capable practitioner, we should reflect on our own assessment practice.  As we have shared earlier, the assessment process is an ongoing conversation that promotes the continuum of growth<\/strong>. It requires us, as teachers, to continuously and simultaneously reflect and ask questions about how we assess and what we assess.<\/p>\n\n\n\n

Back in December, we had a chance to have a chat with Edna Sackson<\/a>.  It was a productive and inspiring conversation which she followed up by writing a blog post on what it means to be \u2018assessment capable\u2019.  She shared provoking and reflective questions that assessment capable teachers (and learners) might ask themselves<\/p>\n\n\n\n

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Attributed to Yuni Santosa & Mary Kay Polly
Source: ‘<\/em>What does it mean to be assessment capable?<\/a>‘<\/p>\n\n\n\n

6. Explore assessment strategies and tools<\/strong><\/h2>\n\n\n\n

So, what does assessment look like in practice?  What kind of assessment strategies do teachers use to demonstrate that they are assessment capable teachers?  <\/p>\n\n\n\n

As Co-founder, Global Educator Collective, Kirsten Durward said, \u2018Assessment is learning. Learning is assessment.\u2019  They are not done separately. Let\u2019s take a look at a few examples below that show how assessment and learning are intertwined. <\/p>\n\n\n\n