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- 4. Gathering Evidence that Demonstrates Learning
- 1. Planning Instruction and Planning Assessment
- The first step to plan instruction to aid assessment is to identify the big ideas. Then branch down to the overall expectation which is the main focal point of a unit. From there there will be branches of specific expectations that are correlated with the curriculum. And lastly the learning goals will be the direct tool for students to reach all the requirements of assessment through instruction.
- 5. How Do We Design Assessment With Instruction?
- 2. Learning Made Transparent to Students
- In this phase, teachers can further explain to students what is expected of them throughout a unit. This includes the specific expectations and learning goals. Some things to be critical of when doing this is using language that is clear/understandable by students, making sure that the students know how they know that they understand the concepts by having a brief verbal conversation with the class, outlining the evidence for learning.
- 6. Designing Instruction to Empower Students
- 3. How Will We Know the Students Have Learned?
- With continuation to the second phase, the instructors will be required to create a success criteria that will be a piece of evidence through student learning if satisfied. It is important to tie the success criteria to the learning goals so that they will satisfy the specific expectations, and then overall expectations, and finally the big idea in the lesson.
- In this phase, educators are to create assessments that are ongoing, varied in nature, administered over a period of time, with multiple opportunities, and coverage on the full learning of the students. Additionally, backwards planning helps to ensure the assessment with the instruction and the learning will corelate with each other and the test will be fair. Assessments can include the demand for good quality, usage of appropriate values/tools, and to support answers with relating class concepts.
- In this phase, it is important to develop student independence through timely assessment and feedback as this will create a sense of strengths and difficulties for students to focus on individually. This is also aided with the back and forth reflection upon success criteria. Also, mixed groupings in group assessments will further aid students to be assessed of their knowledge through differentiated instruction with other students to further enhance/reflect upon their learning.
- In this step, using questions that demand critical thinking, guide the learning, engineer learning conversations, anticipate/address misunderstandings, contain elicit assessment information, and focus the planning are used for students to perhaps learn through individual experience. This is empowering for the individual given their knowledge/exclusive experiences helps the understanding of the concept. With all these points in mind throughout the phases of assessing, assessment works to be instruction and vice versa.
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