Assessment

Assessment is a critical piece of differentiated instruction as it helps to identify the most effective strategies and activities that will encourage student learning.  Traditionally assessment has been thought of as occurring at the end of learning, commonly referred to as summative assessment or assessment of learning.I believe that assessment must take place throughout the course of learning, embedded in the instruction. This type of assessment is known as formative or assessment for learning. 

Assessment for learning (Formative)  is the use of a task or an activity for the purpose of determining student progress during a unit or block of instruction.  As a teacher I am  now afforded the chance to adjust my classroom instruction based upon the needs of the students.  I am also able to provide students valuable feedback on their own learning.

Assessment of learning (Summative) is the use of a task or an activity to measure, record and report on a student's level of achievement in regards to specific learning expectations in a specific block of time.


The  learning process has to be in the minds of both learner and teacher when assessment 
is planned and when the evidence is interpreted. Learners should become as aware of the
'how' of their learning as they are of the 'what'. As teacher my planning should provide opportunities for both student and myself as the teacher to obtain and  use information about progress towards learning goals. It also has to be flexible to respond  to initial and emerging ideas and skills.