Reading

In Topic 4 we took a look at various assessment models and tools. It is important to think of assessment as an ongoing process that informs and drives the learning process.

Traditionally we have assessed learning using a bell shaped curve without fully understanding what students really learned. This really measures very little because some students come into our classes with a lot of prior knowledge while others come into our classes with very little prior knowledge. Those with a lot of prior knowledge tend to score at the top of the bell shape curve regardless of how much they have learned during the assignment, unit or project while those who have little prior knowledge tend to score at the bottom of the curve regardless of how much they may have learned.

The student who scores at the bottom end of the bell shape curved (above) tends to view himself or herself as a low performing student, and, over the years, loses any aspiration to do better. The student who scores at the top end of the bell shaped curve tends to veiw himself or herself as a top student and sometimes tends to "coast" through classes because of prior knowledge without really trying to expand his/her learning to a higher level. Most students view themselves as average and will give only average effort to their learning.

If you look at hte chart on the right you will see that learning is a constant process. Students will enter the learning experience at various levels on the pathway. Our goal as educators it to make sure all students progress toward exemplary leaning. We need to measure what the student has really learned, rather that compare what one student know to what anothe student knows without understaning each student's prior knowledge and experiences. Our goal is for all students to learn.

This is not a neat process. Learning is uneven, and various present and prior knowledge from a variety of subject areas work together as a learning spiral to create new learning as an ongoing process:

To understand this model it is important to think about the teacher's role in the learning process.

Also, take a look at the following formative assessment information:

Assessment Models

Peer Reviews

Checklists and Rubrics

WalkArounds

Reflective Practice