ASSESSMENT & EVALUATION
STANDARD:
understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Candidate performance demonstrating the following capabilities informs this standard.
The ability to:
understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Candidate performance demonstrating the following capabilities informs this standard.
The ability to:
- Describe the purposes of assessment.
- Use a variety of formal and informal strategies to assess student outcomes.
- Match assessment strategies and instruments to Learning Results and program objectives.
- Use concepts of reliability, validity, and generalizability to design and improve high quality assessments.
- Employ a variety of assessment techniques to collect knowledge of learners, student learning progress, and program effectiveness.
- Use assessments and evaluation to modify teaching and learning strategies and for diagnostic purposes.
- Communicate responsibly and knowledgeably to students, parents, communities, and agencies about student achievement and program outcomes.
- Involve learners in self-assessment and goal setting for learning.
- Document learning using a variety of methods such as portfolios, school records, and other long-term indices of the multiple abilities of students.
NARRATIVE:
When it comes to assessments, I feel fortunate to be a theater practitioner. While modern pedagogy continues to move away from testing assessment, the idea of a dynamic assessment tool to inform a standard is the hallmark of theater anyway. How else to test than to do and to demonstrate?
In the arts pathway symposium class, I oversaw vocabulary tests through tableau. Students were responsible for knowing Latin roots. When prompted, they would have to come up with a word which could demonstrate their understanding of the root, and then get into a tableau to demonstrate that understanding.
I have also been involved in staff meetings at both the elementary school and the high school which have focused on the issue of how to communicate understanding to parents and students about grading in a school moving to standards based grading. The process is new for administrators, teachers, students, and parents. So all of us are in it together as we strive for clarity in reporting.
When it comes to assessments, I feel fortunate to be a theater practitioner. While modern pedagogy continues to move away from testing assessment, the idea of a dynamic assessment tool to inform a standard is the hallmark of theater anyway. How else to test than to do and to demonstrate?
In the arts pathway symposium class, I oversaw vocabulary tests through tableau. Students were responsible for knowing Latin roots. When prompted, they would have to come up with a word which could demonstrate their understanding of the root, and then get into a tableau to demonstrate that understanding.
I have also been involved in staff meetings at both the elementary school and the high school which have focused on the issue of how to communicate understanding to parents and students about grading in a school moving to standards based grading. The process is new for administrators, teachers, students, and parents. So all of us are in it together as we strive for clarity in reporting.
Map of planned assessments for Symposium class:
One of the major assessments of the Symposium class was in the formal presentation of the actual symposium. This day served, in a way, as the ultimate final. The ultimate test of all the students had worked on all semester.