Section 2 of Cooper's Talk About Assessment discusses 'Planning of Assessment of Learning'. Chapter 3 outlines a three-stage model for planning, the "Backward Design" model. The first stage involves identifying essential learning skills. Teachers must identify what their students should be able to understand and do at the end of a particular unit. It also provides tools to make these essential skills and enduring understandings more engaging for students. These are 'INTU's and 'essential questions'. Essential questions make subject matter more interesting. For example, using 'Is Canada a democracy?' as a topic to spark debate and discussion rather than the topic 'democracy'. INTU (I Need To Understand) statements are goals that students create at the beginning of a unit addressing things that they need to know at the end of the unit. The second stage is to determine what evidence is acceptable for assessing their learning. The final stage is planning learning and instructions according to what you've already determined in stages 1 and 2. I have used similar methods when instructing skating. With adults, I ask them what they'd like to learn by the end of our 9-week session, similar to INTUS, and I find it very beneficial. I also like the idea of essential questions. I would get way more excited and engaged in a discussion about whether Canada is a democracy or not than a discussion of what democracy is. I look forward to using these tools and the model in the future. For my own teachable, science, I hope to spark some interest and inquiry by using essential questions and INTUs!
Chapter 4 describes different methods of assessment that should be done to gain a fair understanding of student's knowledge, abilities and progress. To gain critical evidence of learning, teachers must do diagnostic assessments as well as final assessments to be able to determine progress. I have done this when instructing skating, I observe the students abilities throughout the first two classes and assess their level (there are 5 per class category) and plan my instruction from there. I then assess throughout the course with a final assessment and evaluation for their report card. Cooper also states that students should also perform self- and peer-assessments by means of draft polishing using feedback. Triangulated assessment should also be used (meaning using at least 3 assessments of different performance types) to insure a fair sample. Even though some believe that parents want written assessments, and that universities only use them, assessments should be done orally as well. I did plenty of oral presentations in university and Master's and Doctorate theses are defended by oral/visual presentations, so I believe they are quite relevant in elementary and high schools.
Chapter 4 describes different methods of assessment that should be done to gain a fair understanding of student's knowledge, abilities and progress. To gain critical evidence of learning, teachers must do diagnostic assessments as well as final assessments to be able to determine progress. I have done this when instructing skating, I observe the students abilities throughout the first two classes and assess their level (there are 5 per class category) and plan my instruction from there. I then assess throughout the course with a final assessment and evaluation for their report card. Cooper also states that students should also perform self- and peer-assessments by means of draft polishing using feedback. Triangulated assessment should also be used (meaning using at least 3 assessments of different performance types) to insure a fair sample. Even though some believe that parents want written assessments, and that universities only use them, assessments should be done orally as well. I did plenty of oral presentations in university and Master's and Doctorate theses are defended by oral/visual presentations, so I believe they are quite relevant in elementary and high schools.