Assessment final post

“Towards the end of the course, you will select the evidence that you feel best demonstrates your attainment of the Learning Intentions for the course, and provide reflections to connect the evidence with the intentions. Choose evidence from coursework, practicum, previous experience, etc. that demonstrates attainment of EDTE 613 course learning intentions due March 30/31.
In preparation (i.e. BEFORE) for this day, under your Assessment tab in your ePortfolio, you will identify where you are in relation to the course learning intentions and provide evidence (experiences, reflections, etc.) to support your self-assessment (see below).

1. I can demonstrate an understanding that teacher professionalism is a lifelong process that requires collaboration, reflective practice, and a growth mindset. Aspects of professionalism also include attendance, punctuality, responsibility for learning, inclusive language, ethics and integrity. (1)

I have attended all classes on time. I am highly engaged in my learning, and complete all assignments to a high degree of professionalism and quality, and take pride in my work. I strive to refer to my students as "learners' and not children or kids in my choice of language in my lessons. I have a strong sense of ethics and strive to behave with integrity at all times. I do what I say I will do, to a high degree of quality.

• I can show how classroom assessment is not an event; it happens in an ongoing fashion and is seamlessly intertwined with instruction. (5)       

I am learning to integrate assessment into my planning. I realize it's importance and am eager to expand my practice to where assessment is seamlessly integrated. I will need to continually focus on integrating effective assessment into my practice.

• I can show how assessment practices can help learners understand their own learning by involving them in the assessment process through creating opportunities for them to co-construct criteria and set their own learning goals. (3,5)

I've enjoyed working with my instructors to play with rubrics and other means of assessment, including creating the Performing Arts Assessment at the beginning of the semester. I look forward to co-creating criteria for mind maps and other assignments in the upcoming practicum.

• I can use assessment strategies to offer clear expectations (including learning intentions, criteria and exemplars) and formative feedback to support learning. (4,5) 

My upcoming unit plans have ongoing assessment strategies and clear criteria. I am learning to be more explicit in my instructions and break things into small steps. PE has been very helpful in this regard, and my Circus Teaching practice is very much improved by my learning this semester.

• I can show how assessment practices can be sensitive to learners emotions and motivation, while respecting individual differences and prior knowledge by offering opportunities for learners to demonstrate their learning in a variety of ways. (5,6,7)

Differentiation is not only important, it is essential in 21st century learning. We are teaching classes with a full spectrum of learning abilities; the only thing our learners have in common is their age range. Assessment must be sensitive to the individual's' stage of learning in that it must celebrate growth and the individual's learning journey instead of judging them against a set standard based on 'grade level'.
My Novel study unit plan utilizes mind maps, graphic organizers and has the option of a comic strip instead of a written story to assist those learners who have trouble writing.
I look forward to learning more on Portfolio assessment protocols and strategies.

• I can show that I am aware of the importance of frequent and effective communication about student achievement between myself and students, parents and administrators. (4,5)

As a parent,I have over the course of this semester become much more involved in my own children's learning. I have been dialoguing with their teachers,  providing positive feedback and appreciation of the great job they are doing. I have not had the opportunity for any contact with parents as of yet during my practicum, however plan an 'intro letter" for my first week in April.

• I can demonstrate that I understand there are multiple external factors that impinge on classroom assessment practices, including parental beliefs, ministry and district policies and societal expectations. (5)

My TedTalk addressed the need for transformation of assessment practices in this region, and I was delighted to hear of the upcoming changes that align with what I was saying. The upcoming change to the region's assessment policies are exciting and I look forward to learning more.

• I can create and/or choose meaningful, appropriate assessment tools. I can demonstrate various uses of learning progressions such as the BC Performance Standards. (4, 5)

A variety of formative Assessment tools are used in my unit plans this semester. I am learning summative strategies and will be  implementing 'check for understanding' exit tickets for most of my lessons, especially my Fractions unit. I look forward to seeing what these assessment tools do in practice.

• I can articulate and demonstrate that my assessment philosophy and grading policy are focused on supporting students and as such, my summative assessment practices reflect student learning, not behaviour and are consistent with Ministry of Education guidelines. (5)

I will be incorporating assessment into my Frame of Reference. As a parent, I already understand the difference between the behaviour and the child. As a social worker, I also understand that behaviour is influenced by family history and circumstances.

• Next Steps/Implications for Future Practice:

While I have considerable experience as a social worker, a parent, and a Circus performer/instructor, I am still in the beginning stages of becoming a teacher. I think it is the focus on assessment As, For, and Of learning that is the professional distinction between Teacher and, for example, Child Care Worker. The process of assessing what the students are learning, how they are learning, and what they are retaining that makes TEACHING more than a profession, but an Art. It is an ongoing, spiral learning process of which I am fascinated to learn more.
It is by not only learning the theories of innovative and transformation assessment, but in the opportunity to actually practice the processes of assessment with learners, that will progress my teaching proficiency. My next step is to get out there and TEACH, and to continually assess my OWN learning about the practice of teaching in the process.