How will focusing on assessment for learning in course curriculum impact higher level student concept and context application?

Seminar Title

How will focusing on assessment for learning in course curriculum impact higher level student concept and context application?

Assessment for Learning

10th Grade

High School

Social Studies

All Disciplines

“What do I need to know for the test? Can I just get the study guide? Are these typical student statements representative of authentic, real-world learning? I do not think so, and that is why I decided to assess differently this year. After reflecting on the meaning of assessment I thought, “What if students were meaningfully assessed every day, and graded on growth and application skills instead of endpoint cram-style tests?” If you are interested in having progressive and meaningful conversations about authentic assessments I think you will enjoy my session.

The question driving my action research is: How will focusing on assessment for learning in course curriculum impact higher level student concept and context application? My review of literature comprehensively laid forth a number of strategies that helped me construct my action plan. The primary interrelated topics and strategies that drove the establishment of my action plan are as follows: 1. constructivism 2. five formative assessment strategies to improve student learning 3. clear learning intentions and rubrics 4. questioning and reflective writing 5. engagement techniques, measuring learning, and quality feedback 6. student centered, self, and peer assessments. Through deliberate research in these topics and strategies, I organized an inclusive action plan focused on assessment for learning structured curriculum propelled by daily concept and context applications. I removed traditional tests from my classes and replaced them with daily learning objective journals where students are required to connect a unit/course concept to the specific context being studied at the time. With this structure, I also designed an overarching rubric simple enough for students to understand, while also leaving room for individual growth and differentiation. This design and structure came from the connections I made between the constructivist theory of development through experience, clear learning intentions and rubrics, questioning and reflective writing, quality feedback, measuring learning, and student centered assessments. I designed two weekly assessment processes based around my review of literature, these being self-assessment for completion and quality, and teacher assessment based on the completion, the learning objective rubric, and feedback. As exhibited throughout my research, I have found that students are able to continually make higher level concept and context applications through daily practice, weekly self-assessment processes, and teacher feedback. Going forward, I am going to continue to monitor student performance and make further adjustments based on research and observation.