The course content and assignments in our class this week really forced me to take a look at the way I design my curriculum. I feel like I have unknowingly been using backward design in that I look at the state standards and district curriculum maps before planning an end-of-unit assessment...THEN I go back and plan the lessons and learning activities that I know will provide my students with the knowledge and skills they will need to perform well on the assessment. Something that surprised me, however, was how little I am actually using as evidence of my students meeting desired results.
"Assessments" are not just tests, quizzes, or culminating projects. I need to look closer at my day-to-day assignments and checks for understanding to assess student growth and progress. I can use writing prompts, performance tasks, and even self-reflections to assess understanding and transferability.
"Assessments" are not just tests, quizzes, or culminating projects. I need to look closer at my day-to-day assignments and checks for understanding to assess student growth and progress. I can use writing prompts, performance tasks, and even self-reflections to assess understanding and transferability.