The overarching goals of the Assessments and PLCs module have been to enable K–12 educators to
Reflection
“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” ~ Dr. Rick Stiggins Now that you have completed the module, consider
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Use this Handout to reflect on the different types of assessment we have studied.
On the back of your reflection handout, reconsider your initial thoughts:
1. Why is assessment important? 2. How should assessment happen? 3. Who are the key stakeholders in assessment? 4. What are the key components of assessment? 5. When should assessment take place? |
SummaryAssessment for learning, assessment as learning and assessment of learning are approaches that can be used individually or together, formally or informally, to gather evidence about student achievement and to improve student learning.
The principles of assessment for learning and assessment as learning strategies have some common elements. Assessment for learning and assessment as learning incorporate:
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Students with Special NeedsSome students with special education needs will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be:
Permission for use obtained from the Board of Studies NSW, July, 2015. |