Assessment

Philosophy of Assessment and Assessment Framework

In our classroom we include numerous forms of both formal and informal assessment methods, and explicitly include students within the assessment by encouraging them to use metacognitive strategies to self-assess. Research suggests that an important contributing factor to high literacy achievement is assessment (CTW, p. 8). Furthermore, the OME (2010) states that the purpose of assessment is to improve student learning. In this way, assessment acts as a method to move students forward and increase literacy achievement. Thus, teachers must have a strong understanding of learning goals they would like students to achieve (CTW, p. 192). These learning goals are rooted in curriculum expectations (OME, 2010). Thus, in our classroom we are assess student’s daily and use those assessment to inform classroom instruction. Additionally, student involvement in assessment is important to student learning and achievement (OME, 2010). Our students are taught to self-assess and how to use self-assessment to improve their own learning. Moreover, students in our classroom are provided with ongoing descriptive feedback that is clear, specific, and meaningful, throughout their learning to support and improve their learning in a timely manner (OME, 2010). In order to provide meaningful and explicit achievement that meets the needs of our students we utilize the Ontario Ministry of Education’s framework of assessment within our classroom. The OME assessment framework outlines: assessment as learning, assessment for learning, and assessment of learning (OME, 2010).

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Assessment as learning: Assessment as learning focusing on building student’s capacity to become their own assessors (OME, 2010). The process of assessment as learning contributes to student’s metacognitive development (OME, 2010). In order to support and teach students to self-assess we consistently model self-assessment and provide structured opportunities for students to self-assess (OME, 2010). Through the process of self-assessment students are able to monitor their own progress and take ownership over their learning (OME, 2010).

Assessment for learning: Assessment for learning provides valuable information to the teacher which is used to inform future instruction (OME, 2010). By constantly assessing students, teachers can be aware of where students are in their learning journey and where students need to go (OME, 2010). Thus, this form as assessment is used to develop next steps. Assessment for learning includes both diagnostic and formative assessments (OME, 2010). In our classroom we implement this through a diagnostic assessment at the beginning of the unit followed by diagnostic assessments throughout the unit. Through utilizing diagnostic and formative assessments, we can determine what students know and plan appropriate instruction that meets that needs of each individual student (OME, 2010). Finally, our assessments for learning is transparent, thus we provide students with ongoing coaching and descriptive feedback throughout the unit (OME, 2010).

Assessment of learning: Assessment of learning is the assessment of what has happened in the past, it is the official reporting of how well students are learning (OME, 2010). This type of assessment is often referred to as a “summative” assessment (OME, 2010). Based on established success criteria, this assessment summarizes the learning at a given point in time (OME, 2010). Assessment of learning is the least frequent form of assessment used within our classroom. This form of assessment is useful to understand with which information students are leaving the unit (OME, 2010). Similarly, we may use assessment of learning to determine with which information students are leaving a lesson (OME, 2010). This may occur in the form of an exit card (OME, 2010).

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On-Going Assessments

Developmental Reading Assessment (DRA): This assessment is used to determine student’s independent reading level (CTW, p. 192). Students are then placed in the reading level in which they have a 95% accuracy rate (CTW, p. 193). Throughout the year we complete the DRA to determine students reading level and ensure they are constantly reading at their “just right” level (CTW, p. 193).

Comprehension Strategies: Assessing students comprehension strategies is done using an informal comprehension strategy checklist (CTW, p. 199). The checklist is completed to determine which strategies student’s use and which strategies students need to work on using (CTW, p. 200). These checklists are completed for both stories and informational texts (CTW, p. 200)

Reading and Me: The reading and me assessment is used to determine student’s attitudes and interests towards reading (CTW, p. 14). This assessment is completed in September, and January. Completing this same assessment twice can help determine if student’s reading attitudes have changed or grown since the beginning of the year (CTW, p. 201). Additionally, informal observation and assessment of student’s attitudes and beliefs about reading occurs continuously within our classroom (CTW, 201)

6+1 Traits Rubric: This is a formal assessment method that can be used to assess specific aspects of students writing including: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation (Chong, 2019). Student writing samples will be collected and assessed using the 6+1 traits rubric four times throughout the year. The writing samples are collected by providing students with a prompt, and then having students respond to the same prompt later in the year (CTW, p. 200). This ensures the samples are comparable and can be analyzed to determine areas of improvement and areas of need (CTW, 200).

Writing Folders: Each student is provided with a writing folder and all writing they complete is dated and kept within this writing folder. Thus, these folders provide us with the ability to see student progress throughout the year. As well, this ensures all of the writing completed by students is organized and available for assessment. Student’s writing is also assessed informally daily during each writing period in order to provide immediate and relevant feedback.

Words Their Way Spelling Inventories and Spelling Tasks: To place students in appropriate word work categories student’s word knowledge is assessed using a spelling inventory. This inventory is completed at the beginning of the year and then periodically throughout the school year. Additionally, spelling tasks are completed every Thursday, in which students spell words with the spelling pattern they learned that week. The spelling tasks are used to ensure students have gained a strong understanding of the spelling pattern. If students are unable to demonstrate this understanding, the spelling pattern is revisited the following week.

Success Criteria: Success criteria are co-created with students for each task they are given. Students must evaluate themselves using the success criteria and are evaluated using the success criteria. This ensures our assessments are transparent and clear.