Assessment Progression

Use formal and informal, formative and summative, assessment strategies to evaluate student learning.

Know

Assessment 

Basics

Types of 

Assessment

Basics of 

Criteria

Teacher to Student 

Feedback

Peer to Peer 

Feedback

Student Ownership of

 Learning

  • I can define what assessment is and its purpose.

  • I can explain the differences between grading and assessment.

  • I can define what student learning outcomes are and their purpose in assessment.

  • I can distinguish the differences among program, course, unit, and lesson learning outcomes.
  • I can explain the differences between formal and informal assessment.

  • I can distinguish the differences between formative and summative assessment.

  • I can explain the differences among Assessment OF, FOR, and AS Learning.
  • I can explain what a rubric is and its purpose in assessment.

  • I can define what a criterion is and its use in rubrics.

  • I can define what student performance indicators are and their importance.
  • I can explain what feedback is and its importance in assessment.

  • I can distinguish between prescriptive and descriptive feedback.
  • I can explain the importance of peer-to-peer feedback in different learning environments.

  • I can identify peer-to-peer feedback techniques and activities.
  • I can explain the importance of students setting their own criteria in different learning environments. 

  • I can explain the importance of self-assessment in learning environments.

  • I can identify self-assessment techniques and tools.

Apply

  • I can construct measurable student learning outcomes.

  • I can unpack the course learning outcomes to tangible skills that students will demonstrate through different units.
  • I can use different formal and informal assessment techniques to assess Student Learning Outcomes. 

  • I can design formative and summative assessments that aligns with my units’ learning outcomes.

  • I can design a variety of assessment artifacts using the principles of Assessment OF, FOR, and AS Learning.
  • I can develop rubrics with clear criteria and performance indicators.

  • I can assess student performance using a rubric.

  • I can provide descriptive and prescriptive feedback to my students based on given criteria.
  • I can design assessment activities that allow students to provide feedback to each other.

  • I can provide my students with clear guidelines on providing effective peer-to-peer feedback.
  • I can design learning experiences where students set their own learning criteria based on the student learning outcomes.

  • I can design learning experiences where students assess themselves using their own criteria.