Assessment & Evaluation in The Multilevel Classroom
| Classroom Assessment | Purpose | Formative Methods/Tools | Summative Methods/Tools |
|---|---|---|---|
| Assessment as learning is the active engagement of the learner in the learning-teaching process. Learning and assessment are seamless as the learner reflects on the continuous process of reflecting, adjusting, and planning for the next steps. Students and teachers are learners and share the responsibility of learning and teaching in the classroom. | To improve
learning and teaching and to facilitate higher-order
thinking skills and independent learning. Student: To set, monitor, and revise learning goals as an independent learner. Teacher: To facilitate and enhance the needs of the independent learner. Parent: To provide support. |
Methods:
Observation, goal setting, reflection, construction of
assessment criteria, self-assessment, peer assessment,
conferences... Tools: Portfolios, journals or learning logs, continua, observation records... |
Methods:
Student-led conferences, reflection, celebrations... Tools: Portfolios, continua... |
| Assessment for learning involves learners (teachers and students) in ongoing dialogue, descriptive feedback, and reflection throughout instruction. | To adjust instruction and
improve learning through descriptive feeback. Student: To set learning goals and plan next steps. Teacher: To facilitate learning and inform instruction. Parent: To provide support. |
Methods:
Observation, goal setting, reflection, construction of
assessment criteria, self-assessment, peer assessment,
conferences... Tools: Portfolios, journals or learning logs, continua, observation records... |
Methods: Student-led
conferences, reflection, celebrations... Tools: Portfolios, continua, interim reports, Grade 3 Assessment Report... |
| Assessment of learning is observing performance tasks or summative assessments to determine the quality of the learning that has taken place at the end of a unit or theme, term, semester, or school year. Specific learning outcomes and standards are the reference points, and grade levels may be the benchmarks for reporting. | To:
Teacher: To share learning with parent(s); to assess a teaching strategy, methodology, or program. Student, Teacher, and Parent(s) To plan for future learning and teaching. |
Methods: Observation,
conferences, performance tasks, products, responses, quizzes... Tools: Student-generated criteria, portfolios, journals or learning logs, continua, checklists... |
Methods: Student-led
conferences, performance tasks, products, responses, celebrations
(performance, Gallery Walk, book launch, math olympics)... Tools: Portfolios, learner profiles, continua, report cards, action plans, criteria or rubrics developed from student-generated criteria tests... For reporting purposes in Manitoba, students from Grade 7 through Senior 4 are assigned marks in percentages at the end of a term or semester. Marks can be determined from rubrics that have developed from student-generated criteria. See Appendix B in Reporting on Student Progress and Achievement (Manitoba Education and Training). |
