Co-create Assessment

Dear Harnit,

I know you were with me in both of my in-stitu group and in my classes, but I still wanted to dedicate this post for you since I remember learning about classroom assessment and co-creating assessment with you as my learning partner of the day.

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Classroom Assessment

Classroom assessment comes in many different forms: individual check-ins, tests and quizzes, projects, presentations, entrance and exit slips, worksheet assignments, reports, essays; self-assessment, peer-assessment, teacher-assessment; formal and casual; formative and summative; assessment for, as, of learning... the list could go on and on.

As an educator, we do assessment all the time in order to gauge where the students are at.

If we look at the drawing above, we can clearly see the progression of the child's movement - from where she bends down, exerts herself into the atmosphere by jumping and then successfully landing on the ground. I think that this drawing captures the idea behind a good classroom assessment, particularly because it is able to see where the child started and how she progressed through to the end.

As educators, we try to collect assessment pieces that tells us where the student is at throughout their learning journey. It would be an incomplete picture if I were to have just the picture of the child in the above drawing when she first bends down and the again near the end. If I did not have the evidence for all that she did between those two actions, I would not have known that she jumped. Thus, it is crucial for educators to keep an assessment record that accurately captures the child in each stage of their development.

"classroom assessment can be defined as the collection, evaluation, and use of information to help teachers and students make decision that improve learning."

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Importance of Co-Creating Assessment

Below is an example that a teacher from my In-Stitu school introduced us to.

It's not possible to co-create assessment with students for each assessment piece.

However, I really think I can co-create assessment for inquiry projects. Inquiry projects are fundamentally a student-led project in which they hold the responsibility to design and create what they will be assessed on, and how they should be assessed, I think the above example is pretty helpful when it comes to co-creating assessments with students since it is a template that guides them to distinguish the difference between each category of proficiency scale.

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Readings of this week:

Butler, D. L., Schnellert, L., & Perry, N. E. (2017). Developing Self-Regulating Learners. Don Mills, ON: Pearson. [Chapter 9]