But despite frustration with testing and concerns about letter grades, schools know that measuring and communicating student progress remains as vital as ever – if not more. As the level and complexity of student learning have increased, technology is playing a critical role in improving assessment. Smart ‘adaptive tests’ adjust the difficulty of assessment items as students progress through them for more precise measurement. Other kinds of technology-enhanced questions such as drawing or arranging graphics or text “allow students to demonstrate more complex thinking and share their understanding of material in a way that was previously difficult to assess using traditional means,” notes the U.S. Department of Education. Indeed, future testing may be ‘stealth,’ unnoticed by students as it is integrated into the regular learning process: “The record of a student’s time-on-task, keystrokes and mouse-clicks collected by interactive ebooks, adaptive instructional software, and educational games provides a multitude of data for 7 firstname.lastname@example.org educators to track a student’s learning progress, and offers the potential to blend instruction with both formative and summative assessments into one continuous process that engages the student,” observes former district technologist Gee Kin Chou.
In this context, what will it take to fix assessments and grades? By focusing on the intended purposes of assessment, schools and educators can take concrete steps to reimagine assessment. Those steps could very well lead us not only to better testing but better teaching and better schooling.
Purpose of Assessment
Rather, assessment ought to be an indicator of, and even a means for, mastery of the content and skills that students need to be successful in college, career, and life. Good assessment serves three primary purposes:
Innovative Approaches To Assessment
Redesigning our systems of assessments and creating new, better tests can be daunting – but its effects could be inspiring. Imagine how public education might look and feel different if we approached assessment in this way:
No matter your role in schooling, it is time to move toward a vision of assessments that enhance learning. While the responsibility for shifting policies and practices rests with administrators and school leaders, individual teachers can make a difference. They can craft authentic assessments whose data capture true learning, administering only assessments whose results inform specific actions. Above all, teachers and schools can dissolve the boundaries between assessment and learning, by putting more measurement tools and transparent data directly in the hands of students; in this way, with the informed support of teachers and parents, students can guide their own learning and begin to master their own destinies.
Cross Curricular Novel Study
BIRCHBARK HOUSE Grade 4 Novel Study UNIT PLAN
Overview of Unit Topic/Theme: This 20 lesson unit of 45 min lessons is based on a novel study of the book The BirchBark House by Louise Erdrich.
This unit is cross curricular, focusing on both Language Arts and Social Studies.
We will be experimenting with inquiry based learning by having the learners choose one of 5 final projects to focus on. Guiding questions will be profiled by graphic organizers and note taking from oral stories will be the central exercises. We will be focusing on comprehension strategies for the literary elements of Character, Plot, Setting ,and Cultural Study. We will be using graphic organizers, and we will be applying what we have learned and our reflective thoughts on our learnings to our final projects. Criteria for our final projects will be co-created, and we will be self reflecting on our finished projects. Final projects will be used as summative assessment tool for understanding/appreciation of First Nations culture and comprehension of oral stories.
This unit plan is designed for a grade 4 class with a wide variety of literacy levels. It incorporates graphic organizers with multiple ways to express learning for differentiation. Each chapter is read aloud for learners to comprehend, and 'so basically' summation discussions will be implemented at story breaks for learners to go deeper into their understanding. “Stop and Jot” protocols will be introduced allowing learners to request time to write down or illustrate key points. The use of exit tickets will encourage metacognition about the learning process. The creation of a final project to express their thoughts and deep learning about their inquiry question allows for diverse representations of their learning.
Final Project Options:
Culminating Task(s): Culminating task will be the presentation of their final projects in a gallery walk, and a self assessment based on the co-created criteria. Projects will be marked on demonstrated depth of knowledge of the culture studied, attention to detail, and creativity of the project.
Karina Strong is currently a full time Education student at VIU in the Post Bac program. Her undergraduate degree is in Social Work and Small Business Management. She is a professional Circus performer and owner of Vesta Entertainment, a multifaceted entertainment company on Vancouver Island.