Return to Assessment: Linking Teaching and Learning

Assessment in Alberta: Discussion Paper

This discussion paper explores internationally accepted principles and practices of fair assessment within a context of critical thinking and the Alberta Social Studies Program of Studies.

Table of Contents

Overview

Speaking the Language of Assessment

Research and Key Questions

Q1.	What will students learn?
Q2.	How will we know learning has occurred?
Q3.	How will we collect and provide evidence of learning?
Q4.	What activities will enable students to learn?
Q5.	How does formative assessment (assessment for learning) nuture critically…
Q6.	How will students receive feedback?
Q7.	How can summative assessment (assessment of learning) enrich the learning process?
Q8.	What is the role of student reflection and goal setting?

Conclusion

Bibliography

Acknowledgements

Question 6 – How will students receive feedback?

Teachers, students and peers can all be involved in the process of providing feedback. A variety of tools can be used to record observations and evidence of student learning. Effective feedback identifies areas in which students have been successful as well as areas for continued growth.

Feedback tools identify criteria for evaluation, describe the required standard of performance and provide a place to record observations and evaluations of student performance. The use of these tools, including specific and descriptive feedback from teachers, peers and self provide data that students use to improve their learning.

Feedback Tool	Characteristics
Descriptive Feedback (see Descriptive Feedback Examples)	provides feedback that is descriptive and specific to the learning context feedback must be based on learner outcomes in order to impact student achievement may be oral or written most effective in the absence of numerical or letter grades
Checklist (see Checklist Example)	provides for a yes/not yet response to indicate whether the criteria are present in the student work or not present a comment column provides a place to record specific feedback
Rating Scale (see Rating Scale Example)	offers a range of responses based on frequency, independence or quality a comment column provides a place to record specific feedback
Rubric (see Rubric Example)	creates a word picture of what work looks like at varying levels of quality should be focused on observable qualities and avoid the use of quantitative descriptors

While each tool can be used separately in isolated assessment contexts, using the tools in combination creates powerful opportunities to support student learning.

See examples:
Using the Feedback Tools in Combination: Investigating Pictures
Using the Feedback Tools in Combination: Asking Powerful Questions
Using the Feedback Tools in Combination: Evolving Identities in Canada

“Optimally, over time, assessment no longer lies primarily with others. Rather, like seasoned professionals or experts, students gradually internalize the criteria by which they are assessed, becoming able to judge how well their performances stack up against an ideal...” (Gardner Disciplined Mind 2000, pp.131–132)

Carefully constructed feedback tools that are linked to learner outcomes and appropriately placed in the instructional sequence provide support for students and guide their learning. Involving students in the assessment process increases intrinsic motivation and the potential for learning.

Next Section: Question 7

Last updated: December 15, 2008 | (Revision History)
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