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Criteria for success is an effective tool for every grade level and an essential way to
provide helpful feedback. In the video, Marion Ivey has created and delivered the criteria for
success for her kindergarten students. She notes that at the beginning of the year many of the
students were not reading, so she added visual elements to the criteria to help them understand
what is expected of them. In doing this she has made the criteria for learning more accessible to
all her students. Another way in which the criteria for learning was made accessible to all
students was that she went through it with her students beforehand. It was displayed on the Smart
Board where all the students were given access to read and understand as a group. This allows
I believe that this is extremely valuable for students and teachers because this allows for all the
expectations to become visible and understood. It is similar to the first stage of the Backward
Design Process, Identify Desired Results, where the teacher starts with what should students
know, understand and be able to do? (Wiggins & McTighe, 2005, p.17). This then allows for the
students to give more informed feedback because they now know what the teacher expects of
them and their classmates. Chappuis and Stiggins (2017) state valid, reliable and fair
assessments arise from and accurately reflect clear and appropriate achievement targets." (p.41).
I agree with this, because without clear achievement goals, then how is assessment fair and
honest? Marion Ivey has a system in place for students to help their peers and provide them with
honest and helpful feedback that reminds me of the Austins Butterfly video we watched in class.
It is an ongoing, organic process that grows with the students. I truly believe that this is very
are given their criteria for success. I am in a grade 1 class and over the last two visits I have seen
a trend in the way my mentor teacher delivers what is expected. Assessment is usually in the
form of a worksheet, as a group they will go over the worksheet and my mentor teacher will ask
the students to tell her what they think they need to do. There is a group discussion and I think
this is done so that the students feel involved. My mentor teacher will then write down step by
step instructions on what the students are expected to do on the board. They will then as a class
read each step out before they are given time to complete their work. From my observations this
method works for this group of students, the expectations are visually accessible and to those
who do not read successfully they are also verbally conveyed. Going forward I am interested to
see how this delivery of criteria for success is successful in summative assessments.
References
Chappuis, J. & Stiggins R. J. (2017). An introduction to student involved assessment for learning
Wiggins, G., & McTighe, J. (2005). Understanding by design. (ch.1). Alexandria, VA.
Journal #2: March 26th
Over the course of my field placement this semester I have been able to observe a variety
of assessment techniques that are useful in a grade 1 classroom. My mentor teacher provided
many opportunities for her students in which she could formatively assess. Chappuis and
Stiggins (2007) state we define formative assessment as a collection of formal and informal
processes teachers and students use to gather evidence for the purpose of informing on next steps
teacher takes what she learned from her assessment and allows this to guide her in her future
lessons. An example of this was when she gave a word problem and asked the students to solve it
by writing the number sentence and answering it. She discreetly made notes of which students
struggled with this task and she told me that she would take these students aside next math class
and work with them in a smaller environment to help them understand. Another element of
assessment that I have observed is regarding the statement from Chappuis and Stiggins (2007),
Valid, reliable and fair assessments arise from and accurately reflect clear and appropriate
achievement targets. In preparation of teaching and assessing we must ask, What do I expect my
students to learn?. My mentor teacher clearly outlines the learning targets to her students
before any activity done in the classroom. She also involves the students in creating the
expectations. This allows the students a hands on approach to their learning and gives them a
sense of control over what they are learning while still understanding what it is that is expected
of them. This allows for an accurate assessment from my observations and of the five categories
of learning targets I have observed three, knowledge, reasoning and performance skill. For
knowledge and reasoning learning targets she takes the time to assess through personal
communication. This is the assessment practice I have observed the most, individual interviews
is how she gets the most valuable information related to the students capabilities. During my
second lesson she encouraged me to conduct interviews and assess in this fashion and it was very
interesting just how much I learned of the students learning from my activity. For performance
skills my teacher observes and makes notes, or does performance assessment as a form of
assessment. The example previously mentioned of her making notes during the math activity
would be an example of this assessment practice. Areas of strengths that I have noticed are that
conducting formative assessments should become second nature to you. No matter what you
have your class do you should always have a strategy to help support their learning. Whether it is
by note taking, or interviews this should become habit to you and I will definitely use strategies I
have observed this semester. Weaknesses that I have noticed are that summative assessment is
harder to conduct in the lower grades. I was never actually able to observe a summative
necessary however. All in all I was able to see a variety of successful assessment methods
Chappuis, J. & Stiggins R. J. (2017). An introduction to student involved assessment for learning