chapter  14
11 Pages

Classroom assessments: informing teaching and supporting learning

As part of the geography curriculum, Mr Loreman’s class worked on an instructional unit related to geographical landforms. To assess their mastery of the material in the unit, Mr Loreman created a menu of technology-based performance assessment activities aligned to his instructional goals. Mr Loreman shared the menu with his students, who then worked in groups to create their projects and share them with their classmates. As the students worked on their assignments, they accessed instructional rubrics posted on the class website, which Mr Loreman and his students had developed from a bank of rubrics available online. Ms van Alstyne worked with her students to create a digital literacy portfolio. She made recordings of students’ reading and used them to track their reading fluency, and made digital observations of students engaged in literature discussion groups. Throughout the school year, her students selected drafts and final products across a range of writing genres to be included in their portfolios. Ms van Alstyne and her students wrote caption statements to describe the items and why they were selected, and included comments reflecting on what the item showed about the students’ progress. To assist her students in reflecting on their items, Ms van Alstyne initially asked them to complete the following statements: ‘I am proud of this work because ___________’, and ‘The things that helped me were ___________’. The items and their corresponding caption statements were stored in a digital portfolio by date and subject.