About Assessment


Validity & Reliability

When educators plan learning that focuses on the achievement of curriculum expectations, and then make judgments about that learning, validity and reliability become the central feature of the assessment and evaluation process. How so? Click one of the Spark Videos below to find out more! < Transcript >


   
reliability - spark video
Reliablity (Spark Video)

 
Validity - Spark Video
Validity (Spark video)

 



Assessment AS, FOR and OF Learning

Growing Success (2010)
describes an assessment process that benefits all learners. This process includes Assessment for, of and as learning. We invite you to click on the video links below to learn more about each one.


  Assessment As Learning
Assessment AS Learning
Assessment For Learning
Assessment FOR Learning
Assessment Of Learning
Assessment OF Learning
       
    Transcript  

To see Assessment for, as and of learning in action, we invite you to view one or more of the videos in our assessment video series.

Interested in learning more about various Assessment-related terminology?
Please visit our glossary, under the Classroom Educator tab.



Assessment K-12

While the central concepts of Assessment for, of and as learning run throughout K-12, the classroom implementation may vary depending on division and instructional context. Below are some videos from our collection that provide one example of what assessment might look like in different contexts.


We invite you to watch, think about and discuss these and other examples with colleagues.

Kindergarten

  Segment 6 (6:44) from the Assessment with Young Learners series demonstrates how educators use goals and criteria to impact children’s perception of themselves as capable learners, and to encourage children to take an active role in learning.

Segment 6 - Assessment for Young Learners

Video Transcript: (pdf)
  As you watch, notice:
  • when and how learning goals and success criteria are introduced in Kindergarten (i.e., educators highlight them as they emerge in play and inquiry)
  • how listening and documenting the learning that is happening guides next steps (use of pedagogical documentation)
  • how the educators build on children’s interests and provoke children’s thinking
  • That the educators deeply knowledge of the goals and criteria in the Kindergarten Program helps them to effectively use the strategy of ‘noticing and naming’ the learning
       
  Segment 7 (7:58) from the Assessment with Young Learners series illustrates what success criteria can look like in a play-based classroom.

Segment 6 - Assessment for Young Learners

Video Transcript: (pdf)
  As you watch, notice:
  • The learning that is happening all around and how the educators capture, name and revisit the learning
  • What effective success criteria can look like in Kindergarten
  • How the educators get assessment information from play (they don’t separate assessment from play and inquiry)
  • The critical importance of knowing what you’re looking for – the educators are following the child’s lead; they use open ended questions

Consider
  • The importance of using a ‘broad lens’ and looking at the whole child; recognizing the range of developmental levels and ensuring success for all
  • Why the educators revisit the documentation (especially with children)
  • How the flow and structure of learning here sets the stage for later grades in how learning goals and success criteria can be used
Interested in more about Kindergarten?  Check out the rest of the videos in the Assessment with Young Learners series linked here, or take a self-guided tour of Kindergarten assessment resources available through EduGAINS.


Elementary

  Segment 4 (11:19) from the Self Assessment series demonstrates how educators use feedback to improve the quality of students’ peer- and self-assessment.

Segment 4 - Self Assessment

Video Transcript: (pdf)
  As you watch, notice:
  • Teachers using examples of student work to review success criteria in order to build their capacity to self assess
  • Teachers giving students the skills and the time to practise giving each other descriptive feedback based on co-created success criteria (students receiving teacher feedback on their feedback)
  • Students developing and curating portfolios of their learning as an integral part of the self-assessment process. Students are given the time to conference with their teacher about documentation of learning that they have chosen to add to their portfolio.
       
  Segment 1 (7:51) from the Assessment with Young Learners series defines assessment for learning and assessment as learning, and introduces specific assessment practices in action.

Segment 6 - Assessment for Young Learners

Video Transcript: (pdf)
  As you watch, notice:
  • The role of the educator is focused more on providing feedback based on success criteria rather than direct instruction.
  • Teachers regularly revisit and clarify the learning goals for students as they engage in activities and tasks, including helping students define vocabulary embedded within the learning goal itself
  • Teachers are using the language in the learning goal and success criteria as she engages in conversations with students as they reflect on their learning


Food for Thought: How might you use one of these videos at a staff meeting? What are some ways you could support teachers at your school in helping children become active partners in their learning?

Secondary

Coming soon....


For additional video resources, please visit the complete Video Series