Creating an Assessment Plan
Unit Planning
Prior Learning—
Assessment for/as Learning
Success Criteria
Descriptive Feedback
Peer- and Self-Assessment
Individual Goal Setting
Gathering Information
About Studen’s Understanding
Engineering effective conversations,
questions, and learning tasks
Learning Goals
Prior Learning -- Key Learning
Overall Expectations / Specific Expectations
Learning Goals
Success Criteria
QUALITY TASK(S)
Alignment back to the Achievement Chart
Three key principles for creating an
effective assessment plan
ensuring that students have a clear
understanding of what they are learning and
what successful learning looks like;
modelling descriptive feedback, selfassessment, and goal setting; and
providing opportunities to practise these skills,
first with guidance and support and then
independently.
3 Key Questions for Learners
Where am I going?
How am I going?
Where to next?
Assessment for learning is
about far more than
testing more frequently or
providing teachers with
evidence so that they can
revise instruction, although
these steps are part of it. In
addition, we now
understand that
assessment for learning
must involve students in
the process.
(Stiggins, 2002)
Expectations and the Achievement
Chart
Knowledge
Application
Learning:
Learning:
Assessment for/as learning:
Assessment for/as learning:
Cluster Course Expectations
Thinking
Communication
Learning:
Assessment for/as learning:
Learning:
Assessment for/as learning:
What Connections can you make
Assessment and
Learning
Differentiated Instru
Planning with the End in Mind
What do I want
them to learn?
Assessment
How will students demonstrate
their knowledge and skills while
they are learning?
How will I know
they have
learned it?
How will we monitor their
progress?
How will I
design the
learning so that
all will learn?
How will I plan with DI in mind?
Exit cards, journal entries,
observation, conversations, …
What instructional strategies are
appropriate for the learners in my
class?
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Planning with the End in Mind
Subject Specific Application
Step 1
Start with Overall Expectations
What do I want
them to learn?
Create Learning Goals – use Specific
Expectations to develop Learning
Goals that support the learning toward
achieving OEs.
Use verbs that are specific and
observable.
Subject-specific Application
Step 2
How will I know they
have learned it?
Work alone or together in subject/grade groups to develop a
Rich Performance task for a cluster of Learning Goals
developed from the overall expectations of a particular course.
OR
Revise a recently used Performance Task so that it is
differentiated according to student interests or preferences.
Tasks should provide opportunities to collect assessment information that is
triangulated
Use the blank templates provided
T
riangulation
OBSERVATIONS
How will I know
they have learned
it?
CONVERSATIONS
PRODUCTS
Assessment Strategy/Tool Give
and Get.
My Strategy
As
For
Of
Planning with the End in Mind
How will I
design the
learning so that
all will learn?
Think of Assessment as part of the
learning
Keep in mind the key features of Differentiated Instruction:
•
•
•
•
Flexible Learning Groups
Choice
Respectful Tasks
Shared Responsibility
As the learning moves forward it is important to consider:
• How the teacher will know whether the students achieved the desired
learning.
• How students will know whether they achieved the learning goal(s).
An Assessment Task That
Allows for Differentiation
Should not be differentiated
Curriculum Expectations and
Creation of Learning Goals and
Success Criteria
Start Here!
Create a task that aligns with the goals and criteria
and can also be differentiated by
Readiness
– Start where they are!
Content
Interests
-Make it meaningful and
relevant
Process
Environment
Learner Profile
-Build on their strengths!
Product
Adapted from The Differentiated Classroom - Carol Ann Tomlinson
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