"Effective teachers assess and evaluate their students."

 

In order to gauge their students effectively, teachers must have a clear, well-communicated plan of assessment that incorporates a wide variety of assessment strategies.  Assessment has taken on quite a different character over the years, with the advent of many new and authentic ways of assessing individuals and groups. 


I have attempted to use a variety of assessment strategies that incorporate the characteristics of authenticity, diversity and efficacy.  Fundamental to the assessment and evaluation of students is the collaborative process.  As a teacher of a variety of grades, I have found that students respond well to an environment they can control.  Students do well when they understand how they will be evaluated.  Furthermore, students do extremely well when their teacher evaluates and assesses them in an equitable, well-communicated manner.

Artefacts Artefacts

 

 















A Student-Teacher Collaborative Rubric Artefact One


Reflection On ChecklistsArtefact Two 

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Artefact One A Student-Teacher Collaborative Rubric


Reflection on Artefact one
Reflection on Artefact one



We created this rubric together (the Grade Sixes and me). I feel that being in control of your environment is very important to human beings. This is why I found the idea of creating a rubric together such an agreeable one. The students seemed to really enjoy the experience. They also took the role of creating guidelines for themselves and their classmates very seriously. In addition to helping students become more in control of their learning, the process of creating a rubric helps them to better understand the tasks involved with the assignment.
















Artefact One

China Mapping Rubric

Accuracy:

Visual Appeal:

Completeness:

All items are placed correctly within the map (i.e. cities, rivers, landforms, etc.)

The lettering is neat and the map is well organized.  The appearance is excellent and realistic.

Symbols are used well.

All relevant information is included (i.e. scale, legend, etc.)

The information is all up to date.

Some features are out of place, but most are correctly located.

Some elements of the map are difficult to read.

The style and decoration is not appropriate for a map.

Most important information is present.

The information is not obviously out of date.

Several features are out of place.

Many words and symbols are difficult to read or interpret.

The colouring and style make the map difficult to read.

Several important features are missing.  Some information is clearly out of date.

Some features are missing and several features are clearly out of place.

The map is difficult to read.

Many important features are missing. 

 

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Artefact Two Reflection On Checklists


Reflection On Artefact Two
Reflection On Artefact Two


Assessment at the Kindergarten level is quite a challenge. I have spent many hours labouring over checklists and trying to organize my many notes. However, at the Kindergarten level assessment is all the more critical because we must find out; who needs glasses, who needs a hearing aid, and who needs a speech therapist. At first, thinking of how to assess and evaluate Kindergarten students perplexed me greatly, but as the practicum progressed, I discovered that we assess constantly (as teachers) -- sometimes we just do not realize this.


















Artefact Two

Learning Activities

Fall Object Sorting

Sorts by

On task

Shows persistence

Group skills

 

Fall Walk

Collects right objects

Walks safely

Obeys Adults

Rememberseeing

Attendance

Revise skills

Attendance

Revise skills

Amy

X

No

Colour

Yes

Yes

Yes

X

No

Yes

Yes

Yes

Butterflies

Tom

X

Yes

Size

Maybe

Yes

No

X

Yes

No just toys

Yes

Yes

Oak

Satchel

X

Yes

Colour

N

N

maybe

 

Yes

 

 

 

 

Ben

X

Yes

Kind

Yes

Yes

No

X

Yes

None

Runs

No

sparrows

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Notes on the effectiveness of the activities (too difficult, too easy,  what concepts to develop, skills to develop) :

 

 Observation Record

October 10-13

Monday  (Thanksgiving)

Tuesday

Wednesday

Thursday

Friday

Amy

 

Doesn’t put socks on

Eats lunch for snack

Won’t/can’t nap

Went home at recess!

Tom

 

Naps all day

Won’t go to gym

Lost his shoes

Found them in his lunch

Satchel

 

Tied his shoes today

Shared well

 

 

Ben

 

Fought!

 

 

Read a book

Satchel

 

 

Won’t talk

 

Won’t listen

Ben

 

Brought scat into class

Speaks first full sentence

 

Listens well

 

 

 

 

 

 

Lessons

 

Bored the children

Alternate center invented by student they found it exciting.  WHY?

School assembly try again tomorrow

Excellent dialogue.  Ask questions like this ______ ___________________?

 

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