Chapter+4+Notes

__**Chapter 4: Assessment //of// Learning**__

This chapter examines **Big Idea #1** (Assessment serves different purposes at different times) and **Big Idea #3** (Assessment must be balanced between written, oral and performance tasks to assess true understanding) Backward design, as expected, is key to the implementation of these 2 Big Ideas.

Damian Cooper refutes the typical questions/concerns posed by teachers as obstacles to a balanced assessment plan, as follows:

1. //Universities rely on written assessment and, therefore, this "type" of student should receive this type of assessment//. __**Rebuttal:**__ He advocates the use of all 3 forms of assessment (oral, performance and written), regardless of pathway, since this provides a balanced approach to secondary school assessment (with perhaps more of an emphasis on written assessment for the universtity bound student). Given that we have many different "types" of learners in our university level courses, a balanced approach makes sense for mastery learning. Real life requires this balanced learning, as he notes.

2. //Reliability and Validity of assessment are more attainable through written assessment// __**Rebuttal**__: He uses the analogy of learning to drive: one needs to have //knowledge// of the Rules of the Road, assessed through "parper and pencil" testing as well as the //demonstration// of the skills required to drive safely, as demonstrated through a road test. One without the other is clearly not sound. Given that students may be more proficient at one type of testing situation than another (eg. test anxiety), it makes sense that teachers provide opportuities for oral, performance and written assessment.

3. //Parents expect assessment to be of written work// __**Rebuttal:**__ Just giving parents the previously mentioned example of learning to drive, or going to a dentist who lacks one or the other of skills or knowledge, drives the point home.

Teachers often ask how much assessment is required to provide sufficient evidence of learning for grading purposes. Damion Cooper suggests that a minimum of 3 pieces of evidence (triangulation of data between oral, written and performance) is necessary for reporting purposes. Differentiation of instruction and/or assessment is necessary to create conditions for this evidence of learning for all students. Teaching students with special needs makes this particularly important : the teacher must be willing to gather evidence from performance and oral tasks, not just written tasks. Only polished work is given a mark, assessed against a standard that is known to students. Most consistent achievement is key for reporting purposes.

It is also important to match the assessment strategies to curriculum targets. For example, enduring understandings require more rich assessment than paper and pencil quizzes and tests. Performance tasks demonstrate true learning, particularly those based on real world connections.The more authentic the task, the more engaging for the students and the more the possibility exists, therefore, for a demonstration of true learning. These performance tasks often involve a combination of "write, do, say" elements, as he mentions.Tips for providing these authentic learning tasks are provided on pg. 64.

The last major topic explores a teacher favourite; **how to motivate students to complete assessments of learning**. Using a "criterion-referenced model of grading" he outlines guidelines to ensure that work is completed. Identifying the tasks that are essential with students, lots of monitoring of progress and process work, in-class time to complete essential tasks, returning work with feedback for improvement before it is assessed, adjusting support based on student needs, clear posting of learning tasks and the communication of pre-determined due dates are included in the ideas offered to address this issue.

Non-compliant students would benefit from a "completion contract", he suggests, to get them back on track. Places in the school for completion of work and communication with parents as part of this process are also suggested.

All in all, the key ideas in the chapter comprise a common-sense approach to assessment //of// learning.