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Ying Ye Reflective Analysis
Since September 2024, my thoughts of assessments have evolved and changed, primarily supported by practices, resources, and readings extending my understanding of behind the scene efforts for both the educators and learners. Previously, I thought in Guiding Questions for Week 2 that assessments are a one way street for educators to give frequent feedback in order for the students to reflect and revise their learnings (Ye, Guiding Question: Week 2, 2024). In the nine weeks of studying various assessment frameworks and strategies, I understand it is much more intricate than graded tests, progress reports, and report cards.
Especially from Week 5 and onward, I gained a new understanding that “assessment is a collaborative relationship [between the teacher, peer, and learner.] (Ye, Guiding Question, 2024)” The Ontario Ministry of Education (2024) provided an outline of assessment and evaluation which aligned partly with my initial impression of assessment quoting “the primary purpose of assessment is to improve student learning” (Assessment and Evaluation). Concurrently, it provided a specific framework illustrating the collaborative relationship for various purposes of assessment to improve student learning that I did not know of. This is new knowledge to me because I do not know of the specific purpose of assessment prior to the Bachelor of Education (B.Ed) program. Now I know, there are “as”, “for”, and “of” learning looking to achieve different purposes and approaches to assess learning progress, guide for effective lesson planning, and create appropriate learning outcomes (Ontario Ministry of Education, Growing Success, 2024). Each form reflects a specific function or role that assessment plays in learning processes. I became aware of The Assessment Framework. I was able to compare the differences and similarity of “as”, “for”, and “of” learning, and evaluate how these forms of assessment benefit both teachers and learners (Ye, Guiding Question, Week 5, 2024). This is where I extended upon the concept map created in Foundation class after I gained the understanding of how these forms work together to help educators create a more holistic approach to teaching and learning. Which later guided me to complete Part Two of the lesson planning assignment designing the minds-on, action, and consolidation for students. Also remembered back to Negro et al (2019) pointed out the right assessment tools can identify learners engagement level “by tracking students’ opportunities for and successes in answering questions, working with
peers, and completing tasks” (133). I was able to identify the primary purpose for assessments, the teacher’s role, the students' involvement, purpose of feedback, and the focus outcome which educators would like to achieve in the lessons.
In addition to the three forms of assessments, I thought “progress is tied to curriculum expectations specific to the K-12 context (Ye, Personal Statement, 2024).” Which is not true because in my last digital learning development entry I am aware “assessments inform teaching practices and foster a supportive environment defining moments where learning was productive and when it was not (Ye, Personal Statement, 2024).” Not only do educators analyze the purposes of learning, we must justify learning progress using the right tools and be able to identify the performed skills learners achieved under the four categories in subject matter. In week 8, we explored achievement charts and how to record evidence of student learning. The Growing Success Document provided fundamental principles, and content and
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performance standards which assessment and evaluation should be based on (Ontario Ministry of Education, 2010). My thinking evolved because I collected and organized the new resource to use when supporting learners’ attainment of knowledge and skills. For instance, using the Growing Success document educators can assess performance standards under the four categories of the achievement chart — knowledge and understanding, thinking, communication, and application (Ontario Ministry of Education, 2010). Particularly identifying descriptors and qualifiers will mark students' achievement level and provide guidance to teachers not only on students' acquisition of curriculum expectations but also on their development of skills in each category. Which is also another practice of assessment that I was unaware of at first, and became later familiar with.
In conclusion, my understanding for assessments has evolved significantly since September, shaped by the diverse practices, resources, and reading that have deepened my awareness of behind the scene purposes, responsibilities, and collaborative relationships. Furthermore, this deeper understanding has also influenced my approach to lesson planning because now I am able to identify the specific purposes of learning, and learn to appreciate the benefits of both formative and informative assessment and feedback. What’s more, I understand the interconnectedness of the curriculum to the achievement charts for each subject as I unfolded each category's performance standards. With the continuing progression into the B.Ed program, I begin to appreciate the power of different assessment practices and tools, and look forward to utilizing it to evaluate, interpret, and revise my future lessons and assess for students learning outcomes.
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References
Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson Planning With Engagement in Mind:
Proactive Classroom Management Strategies for Curriculum Instruction. Intervention in
School and Clinic, 54(3), 131–140. https://doi.org/10.1177/1053451218767905
Ontario Ministry of Education . (2024, November). Assessment and Evaluation . Curriculum and Resources. https://www.dcp.edu.gov.on.ca/en/assessment-evaluation/assessment-for-learning-and-as-learning
Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation, and reporting
in Ontario schools. Toronto: Queen’s Printer for Ontario, 2010. https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdfLinks to an external site.
Ye, Y. (2024, September). Guiding Questions: Week 2. Ying Ye DLP. www.otuyingyedlp.com/foundation-i/guiding-questions?authuser=1
Ye, Y. (2024, September). Guiding Questions: Week 5. Ying Ye DLP. www.otuyingyedlp.com/foundation-i/guiding-questions?authuser=1
Ye, Y. (2024, September). Personal Statements. Ying Ye DLP. www.otuyingyedlp.com/
foundation-i/personal-statements?authuser=1