Your assessment should be based on your measurable learner objectives.
Traditionally we have assessed learning using a bell shaped curve without fully understanding what students really learned. This really measures very little because some students come into our classes with a lot of prior knowledge while others come into our classes with very little prior knowledge. Those with a lot of prior knowledge tend to score at the top of the bell shape curve regardless of how much they have learned during the assignment, unit or project while those who have little prior knowledge tend to score at the bottom of the curve regardless of how much they may have learned.
student who scores at the bottom end of the bell shape curved (above)
tends to view himself or herself as a low performing student, and, over
the years, loses any aspiration to do better. The student who scores at
the top end of the bell shaped curve tends to veiw himself or herself
as a top student and sometimes tends to "coast" through classes because
of prior knowledge without really trying to expand his/her learning to
a higher level. Most students view themselves as average and will give
only average effort to their learning.
you look at the above right-hand chart, you will see that learning is a
constant process. Students will enter the learning experience at
various levels on the pathway. Our goal as educators it to make sure
all students progress toward exemplary leaning. We need to measure what
the student has really learned, rather that compare what one student
know to what anothe student knows without understaning each studentís
prior knowledge and experiences. Our goal is for all students to learn.
Take a look at the following formative assessment information:
Checklists and Rubrics
Develop an assessment plan for each objective. Remember when planning assessment to develop ongoing (formative assessment strategies as well as summative evaluation of student learning outcomes.)
Here are some more useful assessment links:
Rubistar (Rubric Creation Site)
A Collection of Assessment Strategies
|California SB2042 Induction Standards|
|Standard 16. Using Technology to Support Student Learning|
Each participating teacher builds upon the knowledge, skills, and abilities acquired during preliminary preparation for the delivery of comprehensive, specialized use of appropriate computer-based technology to facilitate the teaching and learning processes. Each participating teacher is a fluent, critical user of technology, able to provide a relevant education and to prepare his/her students to be life-long learners in an information-based, interactive society. Each participating teacher makes appropriate and efficient use of software applications and related media to access and evaluate information, analyze and solve problems, and communicate ideas in order to maximize the instructional process. Such use of technology supports teaching and learning regardless of individual learning style, socioeconomic background, culture, ethnicity, or geographic location. Each participating teacher integrates these technology-related tools int the educational experience of students, including those with special needs.
Method of Checking for Understanding:
Observations, Student Work