Running Head- PERSONAL ASSESSMENT PLAN

Personal Assessment Plan

ED-D 407

Elli Bamsey

November 26 2019

University of Victoria
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Introduction

Over the past 3 months, I have been introduced to a variety of assessment tools. Two big

ideas that have enriched my experience in-situ, and in creating lesson and assessment plans, are

beginning with the end in mind and making sure adequate time is given in collaborating with

your students to create assessment rubrics and reflections. Having students involved in their own

assessment gives them the motivation and power to feel responsible for their own learning.

Assessment must be formative- used for assessment as learning and for learning, and

summative- used for assessment of learning. In a classroom, teachers will employ many different

assessment techniques to ensure that they are using formative and summative assessment.

Teachers will differentiate their assessment styles and techniques to meet their students' diverse

needs. In my practicum, I want to use assessment techniques that are useful in a variety of

subjects, as well as accessible for students with varying needs.

I will explore the following 5 strategies:

● Concept Mapping

● Journaling

● Round Robin Charts

● Exit Slips

● Think-Pair-Share
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Concept Mapping

Concept mapping is an assessment technique that can be used for organizing and

constructing knowledge. It is also a useful assessment tool for revealing what misconceptions or

understandings students have on the concepts and lessons being taught (Merrill, M. L. 2012).

Concept maps are best throughout the entirety of a lesson. Have students use concept maps when

introduced to a topic to record prior knowledge. During the lesson, students can use their map to

record new understandings, connections, and ideas from peers. At the summation of a lesson,

students can use concept mapping to create a mind map of their full understanding. Mind maps

allow for differentiation, as students aren’t expected to take down ideas pre-determined by their

teacher. Students work in groups or individually, on paper, posters, whiteboards, virtual, or

bulletin boards, to construct their knowledge, make connections to their lives, prior knowledge,

and experiences, and fill in the gaps where they have misconceptions or limited understanding. I

have used concept mapping during in-situ lessons, as well as in my own learning. Specific

content areas where concept maps work best are social studies, sciences, and english language

arts. Concept mapping is so open ended, it can be used for all subject areas. In math, student can

use concept maps to understand formulas and new concepts. In social skills classes, students can

make connections to their social world through concept mapping techniques like the Circles

Social Skills program. Concept mapping can be used as formative and summative assessment

for, as, and of learning.

Physical Concept Map Templates

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Online Concept Map Templates

Lucid Chart: https://www.lucidchart.com/pages/templates/concept-map

Miro Mind Map: shorturl.at/itA45

MindMup: https://www.mindmup.com

Journaling

Journaling is a method of assessment where students record their thoughts,

understandings, and explanations about topics or concepts in writing. Students will be introduced

to journaling with the understanding that their teacher will read the entries to gain an

understanding of how students are feeling and thinking about their learning. Teachers can guide

students in their entries with prompts. Having students transfer their thoughts onto paper allows

for metacognition. Teachers can then begin to understand their student’s learning difficulties,

misconceptions, strengths and weaknesses. Reviewing students thoughts and independent

thinking teachers to individualize instruction. Journaling is most beneficial when students

understand the parameters and expectations, and know that they will not be graded on their

writing. Journaling can suit students from grades K through 12, incorporating drawings, or text

as necessary. It is a cross curricular way for students to recognize their own misconceptions or

substantiate their thinking.

There are many different methods of journaling. These include reflective journals, which

allow students to develop metacognitive skills. Students reflect on what they learned and how

they learned it. Learning logs help students keep track of what they are learning and clarify their

thinking. Dialogue journals allow students to write back and forth with their teacher. Journal’s

can be a place for students to keep track of what they want to learn and think about in the future.
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Journals can allow for students to build knowledge in all subject areas, as well as be used as a

tool to check in on student’s social and emotional wellbeing. I have seen math journal where

students strictly set goals and assess their own understanding, as well as open ended journals

where students are required to write without restrictions on subjects or ideas. Journals can be

strictly linked to one subject area or open for students to comment and reflect on different

learning tasks throughout the week.

I want to share the benefits of writing with my students in hopes they find deep meaning

in their learning, feel confident in their thinking, and safe to reflect honestly and openly. Having

insight into where my students are at in their learning will allow me to individualize instruction

to meet their needs.

Journal Examples
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Journaling Tips

(From www.teachervision.com/journaling)

● Provide an adequate amount of time for students to gather their thoughts and write them

down. Tell them how long you will give them to write and how much writing is generally

expected.

● Provide feedback in the form of a written conversation, questions, notes in the margin, or

some notation that lets students know you are reading and thinking about their entries.

● Develop a classroom routine for distributing and collecting the journals; for example,

assign a student who is responsible for the journals each week.

● Keep the journals in a designated place in the classroom, or have students keep journals

in their desks so they can access them easily.

● Have student journal in books you provide such as spiral bound notebooks, composition books,

or duotangs.
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Exit Slips

Tickets out the door, or exit slips, are a method of reviewing what students have learned,

reflecting on their contributions and effort, and giving space for students to ask questions. They

provide the teacher with an idea of how well concepts or content from the recent lesson or day

were understood. Students have to think critically about their understanding or misconceptions

and express what and how they are feeling. Teachers use exit slips to identify areas they need to

alter in their instruction in order to meet the needs of all learners in their class. Teachers must

ensure students have adequate time to complete their exit tickets to allow them to thoughtfully

and honestly reflect on the questions or prompts.

To differentiate the exit slips, teachers may choose to allow students to work in pairs,

express their answers verbally, or have a variety of exit slip prompts. Exit slips may ask

questions directly related to content, questions about how students are feeling about content, to

draw a diagram, open-ended questions about what a student learned, or what they are wondering

about.

Exit Slips
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Name____________
What is 1 thing you learned today that will
make creating your compound prism most
efficient?_____________________________
_____________________________________
_____________________________________
____________________________________
What are 2 changes you would make to
improve the design you have in mind?
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Draw a sketch of your updated design.
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Name____________
What is 1 thing you learned today that will
make creating your compound prism most
efficient?_____________________________
_____________________________________
_____________________________________
____________________________________
What are 2 changes you would make to
improve the design you have in mind?
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Draw a sketch of your updated design.
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Think-Pair-Share

Think-pair-share is a method where the teacher asks a question and students record their

answers. Students then pair up with a partner as assigned by the teacher or chosen by the

students. Students then share their answers with each other. While students discuss their thoughts

and ideas, teachers can move around the classroom, listen to discussions and gain insight into

individuals levels of understanding.

Think-pair-shares are often used to deepen student understanding, however, the most

important part for assessment is having the teacher circulate the class to obtain a deeper

understanding of which students have misconceptions, who is missing the concept completely,

and who has a solid understanding. Students will then share their discussion with the class. When

students are responsible for their own learning, they find greater success and deeper

understanding. Think-pair-share is a multifaceted tool where students learning can be assessed in

real time.
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Conclusion

Assessment can and should take many forms. Formative and summative assessment tools

as, for, and of learning can include student’s input. It is important to include students in creating

assessment plans so they know how they are being assessed and what they are being assessed on,

to allow them to take ownership over their own learning. In my future practicum and as a

classroom teacher, my goal is to utilize assessment to meet the needs of my students and to help

them build a deeper understanding in their learning journey of where they are at, and where they

want to go.
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References

42 Concept Map Templates Free Word, PDF, PPT, Doc Examples. (2019, September 25).

Retrieved from https://www.creativetemplate.net/concept-map-templates/.

Autism, Social Skills, and the Circles Social Skills Utility™: Why it Works. (2017, August

10). Retrieved from https://www.circlesapp.com/autism-social-skills-circles-app-works/.

Bafile, C. (2004). "Let It Slip!" Daily Exit Slips Help Teachers Know What Students

ReallyLearned.

Cruz, D. D. L. (2017, March 21). Why Kids Shouldn't Sit Still in Class. Retrieved from

https://www.nytimes.com/2017/03/21/well/family/why-kids-shouldnt-sit-still-in-class.html

Fisher, D., and Frey, N. (2004). Improving Adolescent Literacy: Strategies at Work. New

Jersey: Pearson Prentice Hall.

How Dialogue Journals Build Teacher-Student Relationships. (2019, January 27). Retrieved

from https://www.cultofpedagogy.com/dialogue-journals/.

Staff, T. V. (2007, February 8). Journaling: Advice & Tips for Teachers (Grades K-12).

Retrieved from https://www.teachervision.com/journaling.

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Watanabe-Crockett, L. (n.d.). 15 Assessment Activities That Are Fast, Fun, and Formative.

Retrieved from

https://www.wabisabilearning.com/blog/15-assessment-activities-fast-formative.