ASSESSMENT PLAN FRAMEWORK Note: this is a suggested guide only-modify to suit your own needs

Student Grade Focus/Topic

ASSESSMENT FOR/AS LEARNING
·  6 practices that ‘make a difference’ to student learning and achievement / Ideas for incorporating these practices….
Attach samples and/or teacher-made student samples / CODE WOGM
Written
Oral
Graphic
Movement/
Manipulative / What students are doing… / How I plan to record/communicate information about what students are learning…
Attach samples of records
1. Learning Intentions:
(What we want students to
LEARN)
PLO’s
1.
2. / 1. Select PLOs you want to focus on
2. then “translate” them into 3-4 Learning Intentions -in language students understand
SAMPLES:
I Can….
2. Develop Criteria with students
“What counts” in …. ?
4 Step Process:
a.  Brainstorm ‘what counts’ with students
b.  Categorize ideas if necessary
(4-5)
c.  Make a T-Chart
d.  4. Post the chart and add to it / Decide on a task / assignment / activity to develop criteria with students. Explain the task /assignment / activity .
SAMPLES of Brainstorm and T-CHART
3. Open-ended Questions
Develop 3-4 open–ended questions that focus on the big ideas for the unit and help students develop their thinking. / Structure partner talk to give students opportunities to talk
first before responding.
IDEAS for STRUCTURING partner talk:
SAMPLE QUESTIONS…
1.
2. …..
4. Descriptive Feedback
Give time for students to receive specific descriptive feedback.
Explain how you will build in opportunities for students to give, receive and ACT on feedback / Decide which type of feedback best suits you, your students, your assignment. (the one you made criteria for above)
Oral? Written? Concrete? SAMPLES
5. Self / Peer Assessment
Give students ways to think about their own learning: what they are doing ‘right’ and where they need to improve. / Establish self-assessment and reflection as part of classroom routines. Give examples of what you plan to use and explain how you would use these techniques with your class..
SAMPLES
e.g. instructional rubric
6. Ownership:
Communicate / Share Learning
Describe how students could show and talk about their learning with an audience beyond their teacher. / Give students ownership by having them take a lead role. SAMPLES
ASSESSMENT OF LEARNING
Decide on a ‘culminating task’ that you plan to use for reporting and describe it.
e.g. oral presentation
e.g. interview (reading / math) e.g. portfolio of work that shows all the ‘steps’ of their learning / Create/Adapt a way to evaluate the learning that this task brings to light
e.g. evaluative rubric – and explain how you would use it e.g. performance standard – and explain how you would use it