DRAFT: This module has unpublished changes.

 

Standard 8: Assessment

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:

  1. Describe the purposes of assessment.
  2. Use a variety of formal and informal strategies to assess student outcomes.
  3. Match assessment strategies and instruments to Learning Results and program objectives.
  4. Use concepts of reliability, validity, and generalizability to design and improve high quality assessments.
  5. Employ a variety of assessment techniques to collect knowledge of learners, student learning progress, and program effectiveness.
  6. Use assessments and evaluation to modify teaching and learning strategies and for diagnostic purposes.
  7. Communicate responsibly and knowledgeably to students, parents, communities, and agencies about student achievement and program outcomes.
  8. Involve learners in self-assessment and goal setting for learning.
  9. Document learning using a variety of methods such as portfolios, school records, and other long-term indices of the multiple abilities of students.

Artifacts:

1. My understanding of assessment is to look at students both quantitatively and qualitatively. Students should be able to show growth throughout an extended period of time, while gaining a better understanding of art processes. By assessing using standards based grading the criteria of helping students learn to learn which, in turn, progress will occurs. 

 

5. During the three dimensional landscape project with high school students they were required to complete a peer review, midpoint reflection and final reflection. Each of these provoked students to challenge their perspectives and learn from their peers. 

 

8. A crucial piece of expeditionary learning is reflection, whether it be group or self. All of the lessons were followed up by a couple of reflection questions that helped students tie their learning process back into the learning targets presented for the project.  

 

DRAFT: This module has unpublished changes.