Subject/Course Code/Title/Curriculum Policy

Assessment UnitPlanner

Subject/Course Code/Title/Curriculum Policy:
Unit:
Duration: /
Overall Expectations:
WHAT DO WE WANT STUDENTS TO LEARN
Learning Goals: (clustered expectations for long term goals / based on specific expectations for shorter term goals)
What do you want students to be able to know, understand and do at the end of a given learning period
Prior Learning: What prior learning have students already done that connects to the learning goals of this unit?
HOW WILL WE KNOW THEY HAVE LEARNED IT?
Success Criteria: (What will successful acquisition of the learning goals look like and sound like)
How will we know they have learned it? How will they demonstrate their learning?
ASSESSMENT TASK(S)
What is the focus of the task? Does it align with the Learning Goals? Does it reflect all or most of the Achievement Chart Categories?
Describe the task.
ASSESSMENT TOOLS, eg.
Checklist
Rubric
Rating Scale
Anecdotal Comments
Feedback Form
Marking Scheme / What opportunities will students have to interact with the Learning Goals and Success Criteria during the learning? eg. orally, co-construction, discussion of what constitutes quality work, rubrics, modeling, exemplars, sharing of samples, etc.
What Assessment for Learning strategies will be employed during the learning? eg. spotchecks, feedback points, checklists, exit cards, etc.
Triangulation
How will I gather evidence of achievement from:
Conversations:
Observations:
Products:
HOW WILL WE DESIGN THE ASSESSMENT AND INSTRUCTION TO HELP STUDENTS LEARN?
Knowledge of Students
Differentiation based on student:
 Readiness  InterestsPreferences:
Styles  Intelligences Other (e.g., environment, gender, culture)
Students’ …
  • Need to Know……………….
  • Need to know how to find out ……………….
Differentiated Instruction Response
Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environment
POSSIBLE LEARNING EXPERIENCES
Some Examples
Active Listening
Anticipation Guide
Brainstorming
Case Study
Choice Boards
Class Discussion
Computer Simulation.
Concept Attainment Concept Formation
Concept Creation
Concept Mapping
Critical Dialogue
Cubing
Debate (Formal)
Debate (Informal)
Examine Both Sides
Four Corners
Game
Game Theory
Graffiti
Graphic Organizer
Graph Creation
Graphing
Guest Speaker
Inside/Outside Circle
Inquiry
Jigsaw
Journal Writing
Learning Centres
Learning Contracts
Metaphors
Movie Review/Analysis
Mind Map
ModelBuilding
Note Making (student generated)
Note Making (teacher generated) / Numbered Heads
Jigsaw
Panel Discussion
Placemat
P/M/I
Problem Based Learning
Puzzle Pieces
RAFTS
Research (Guided)
Research (Independent)
Report Writing
Response Writing
Response Journals
Role Playing
Round Robin
Simulation
Snowball
Socratic Dialogue – Rich Questioning
Song Creation
Teams Games Tournaments
Three Way Debate
Think Pair Share
Think Pair Square (Graduated)
Think Together – Think Apart
Thinking Routines
Tiering
Values Line
Venn Diagram
Video Clip
Word Wall
Word Web
/ Whole Group, Groups, Individual Learning Experiences – Strategies and/or Structures
Keep in mind the Key Features of Differentiated Instruction[1]
  • Flexible Learning Groups
  • Choice
  • Respectful Tasks
  • Shared Responsibility
Learning Experience
Things to consider:
  • At what points is there flexibility for student choice?
  • How will the learning be sequenced and scaffolded to support the needs of a wide range of learners?
  • Opportunities for flexible grouping
  • Are the learning tasks respectful
  • How are the students provided opportunities to share responsibility for learning.
/ How will I know they learned it?
How will they (the student)know they learned it?
Things to consider:
  • Are there opportunities to provide feedback? Self, peer, teacher?
  • What are the strategic assessment points?
  • What is the best assessment tool or strategy to check for understanding for the key learning identified?

POSSIBLE LEARNING EXPERIENCES CONTINUED
Learning Experience
Things to consider:
  • At what points is there flexibility for student choice?
  • How will the learning be sequenced and scaffolded to support the needs of a wide range of learners?
  • Opportunities for flexible grouping
  • Are the learning tasks respectful?
  • How are the students provided opportunities to share responsibility for learning?
/ How will I know they learned it?
How will they know they learned it?
Things to consider:
  • Are there opportunities to provide feedback? Self, peer, teacher?
  • What are the strategic assessment points?
  • What is the best assessment tool or strategy to check for understanding?

Some Possible Ongoing Assessment Strategies
For / As:
Teacher Conference
Observation checklist
Spot Check
Teacher Edit
Peer Edit
Exit Card
Interview
Quiz
Self Assessment Checklist
Performance Checklist
Question and Answer
Discussion
Concept Attainment, Mind Map, Concept Map
Checklist
Self Assessment Response Form
Select Response
Demonstration
3-2-1
Thumbs Up/Thumbs Down
Materials and Resources
Materials:
…
Appendix A: …..
Etc.
Internet Resources:
…
Resources:
...

Assessment 1.

Ontario Ministry of Education, CAPB Assessment Unit.

[1]For sample indicators of these features see the Differentiated Instruction Scrapbook found at