5 Dimensions of Teaching and Learning (Assessment for Student Learning)

A few weeks ago, our Monday Morning Message discussed the 5 Dimensions of Teaching and Learning.  We discussed Purpose that included information related to standards and learning targets and teaching points.  Today I would like to cover Assessment for Student Learning.  We learned last week that Element #13, reflecting on learning, is one way to assess the progress of your class toward the learning goal. 

Research has shown that asking students to identify and record what they are confused about enhances their learning.  Reflection data are also useful for diagnosing errors or gaps in students’ knowledge (Butler & Winne, 1995; Cross, 1998).  The use of reflective journals, think logs, exit slips, knowledge comparison, and 2 column notes are just a few ways teachers can help students reflect on their learning.

When looking at assessment for student learning, we want students to be able to assess their own learning in relation to the target.  The teacher should create multiple assessment opportunities and expect all students to demonstrate learning.  Assessment methods include a variety of tools and approaches to gather comprehensive and quality information about the learning styles and needs of each student (e.g. anecdotal notes, conferring, student work samples, etc.).  The teacher uses observable systems and routines for recording and using student assessment data (e.g., charts, conferring records, portfolios, rubrics).  Assessment criteria, methods and purposes are transparent and match the learning target.  The teacher should also be able to adjust instruction by using formative assessment data to make in the moment instructional adjustments, modify future lessons, and give targeted feedback to students. 

Some guided questions to think about when planning for assessment for student learning include the following:

• 1      How does the instruction provide opportunities for all students to demonstrate learning? How does the teacher capitalize on those opportunities for the purposes of assessment?
• 2      How does the teacher gather information about student learning? How comprehensive are the sources of data from which he/she draws?
• 3      How does the teacher’s understanding of each student as a learner inform how the teacher pushes for depth and stretches boundaries of student thinking?
• 4      How do students use assessment data to set learning goals and gauge progress to increase ownership in their learning?
• 5     How does the teacher’s instruction reflect planning for assessment?
• 6     How does the teacher use multiple forms of assessment to inform instruction and decision making?
• 7     How does the teacher adjust instruction based on in the moment assessment of student understanding?

Here are some look fors that we will be adding to our list:

•      Teacher uses strategies to allow students to identify critical information from the lesson.
•       Students can explain why information is important
•       Teacher engages students in activities that help them reflect on their learning and the learning process
•       Assessment methods include a variety of tools and approaches to gather comprehensive and quality information about the learning styles and needs of each student

Thank you again for ensuring that our students are getting a great educational experience.  We appreciate your hard work and dedication.