Assessment for Learning
Why do we assess –> we have to examine students’ performance and check to see they have the tools to complete the learning.
How do we assess –> continually and a large quantity throughout the year and then give a final evaluation at the end of the unit is best.
Recent Changes for Assessment Practices:
- Reduce the amount of marks given to formative assessments (during the learning process, usually given with a lot of feedback to make changes)
- NO late mark penalties (as I mention in the previous post, late marks subtracted creates a false grade)
- Increased summative marks (after the learning has occurred, unlike formative assessment)
- Increased self-assessments (it allows the students to justify their learning, as well as become more accountable and responsible for their learning)
- Homework doesn’t count for marks (not all students have the capability to complete homework), students will need other incentives
- “NHI” (not handed in) to show incomplete tasks, not a zero (zeros will create a false mark, as it shows that the student knows 0% on a given topic, instead of indicating that it is incomplete)
- “IP” (in progress) (this is another form of avoiding a zero)
- Samples of exemplars and other levels of student work (showing samples will demonstrate to student what success looks like and can increase the outcome)
- Co-construct criteria for rubrics (this allows the students to have a say in what is important in an assignment, and allows them to put the terms into their own words for better understanding)
- Behaviour – not to be included as a section in the class for credit (i.e. late marks, attendance, plagiarism) because students will be “double docked” (marks will be taken away from the Behaviour section of the class, in addition to 10% taken off the assignment)
These points seem to be fairly straightforward, but it is shocking how student teachers that endured these negative practices do not see them as harmful to other students who have trouble. I agree with these points, especially the points “NHI” and “IP.” After reviewing a case study with our Professor in which a student is given a zero for not completing a task, I saw how zeros can affect even students with 80%+ averages. It only makes logical sense to show that the student has not completed or handed in the assignment, not indicate that they know nothing about the topic. This change will definitely influence my grading practices.