Educ 5440 DISCUSSION ASSIGNMENT UNIT6

While reading about the different tools for Assessment FOR learning and Assessment AS
learning, I have thought of two options that I can carry out in my teaching and propose to
my colleagues.
In my case, I teach English to children between 3 and 7 years old and I have thought a lot
about how to improve my assessment FOR learning and involve them in this process, since
they have a very limited command of the language and in our school they are not required
to read or write yet, nor can I speak to them in Spanish. In order to get information to help
me know how well my students are achieving the learning objectives and to find the
problems they are having, I can use the "Observation Checklist" suggested in "Guidance for
developing and selecting quality assessments in the elementary classroom, apart from the
assessment toolkit" (n.d.). The "Observation Checklist" is a tool that allows listing the learning
goals and behaviors that are aligned with standards, and according to the teacher's
observations, marks are placed to specify if the students show those learnings and behaviors.
For me, this tool would be very useful because I can specify what the objectives of each
module are and place a mark if my students are reaching those objectives, for example, to
use certain grammatical structures and vocabulary. It would also allow me to add other
important observations, such as the level of participation, motivation and good behavior,
which I need to report on my informs to parents too. Listing these goals for learning,
participation, and behavior would make assessment easier during each class and in the
writing of my follow-ups. With the results, I can find patterns and problems that would allow
me to modify my teaching and give a punctual report to the coordinator. During the class,
this would not represent an important modification for the student, since I will be just
observing, but I can deliver more constant and specific feedback to parents about the
progress and difficulties of each student.
In the case of Assessment AS learning, I am going to deviate a little, since I will focus on the
learning of the teachers who work in my school. Last week we got feedback from the
coordinator on our final reports about students’ progress, and it didn't go very well, as we all
made various kinds of mistakes, and the coordinator was feeling overwhelmed about
personally correcting all those mistakes and giving each teacher feedback. At this point, it
occurred to me to mention peer evaluations and the advantages they have. I suggested that
between us we can evaluate a portion of our students' quarterly reports, and with the help of
a rubric, evaluate how well we are meeting the standards and give feedback on how to
improve. In this way, the coordinator would not be the only one to evaluate the reports and
we would improve a lot. Among the advantages of peer evaluation is a greater
understanding of the expectations of the assignment and the evaluation criteria, recognizing
the strengths in others and learning to give constructive feedback, critically reflecting on
one's own work, and discovering frequent mistakes (Moore & Theater, 2013). In this way, if
my colleagues and I mutually evaluate our reports we can learn twice since we have to
prepare and work to evaluate and give feedback to the reports of our colleagues and also
receive feedback from others. I estimate that we will make a lot of progress in the quality of
our reports and our coordinator will not feel so overwhelmed. Possibly at first, we feel
uncomfortable and afraid that others will read our reports, but if we all adhere to the criteria
and have the mentality to help, we will soon enjoy this experience.
References
Guidance for developing and selecting quality assessments in the elementary classroom, a
part of the assessment toolkit. (n.d.). Rhode Island Department of Education and the National
Center for the Improvement of Educational
Assessment. http://www.ride.ri.gov/Portals/0/Uploads/Documents/Teachers-and-
Administrators-Excellent-Educators/Educator-Evaluation/Online-Modules/Quality-
Assessments-Elementary.pdf
Moore, C., & Teather, S. (2013). Engaging students in peer review: feedback as learning.
Issues in Educational Research, 23 (2), pp. 196-210. http://www.iier.org.au/iier23/moore.pdf

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While reading about the different tools for Assessment FOR learning and Assessment AS

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