You’ve heard the phrase making thinking visible. Observing, listening to and conversing with students about their meaning-making is essential. But, in order to do this effectively, what needs to be in place?
Together with learning goals, success criteria form the foundation for all other assessment practices.
‘I want to simplify the process of assessing my students! How do I begin?’
It’s late August and a charged silence of anticipation hangs in classrooms across Ontario – but not for long! As students flick the switch and energy floods into the learning spaces, how will students, from the very young to those approaching adulthood, perceive their place within this learning environment?
Has this scenario ever happened to you? “I know this student understands the concepts. We talked about it; the student showed me how the model works but on the test this student did poorly! Why is that? That doesn’t make sense! What do I do now?”
So, how exactly do the words “for”, “as”, and “of” relate to the different purposes of assessment?