Assessment &

Evaluation
Ben Hagberg
Instruction and Assessment:
How are they Interconnected?
As prospective teachers we are always learning about the importance of assessment. We hear the terms “assessment for, as, of
learning” and spend lots of time studying and practicing these methods, to the point where we understand that assessment is
essential to proper teaching. However, instruction and assessment are not automatically one-and-the-same. Having been through
university undergraduate programs, many of us have gotten a chance to experience what a learning environment of “instruction
without assessment” looks like. Picture being in a room with 400 students and one instructor who will never know most of their
names. Learning comes strictly from a textbook, online modules, and a couple of multiple-choice exams. You have no indication of
your own learning other than a number at the end of the term. Adults who are paying for post-secondary are expected to be self-
disciplining and to figure it out for themselves, but now picture a group of youths trying to learn under those same circumstances.
The reality is that the incorporation of assessment is necessary for effective and informed instruction in any classroom.

Assessment serves the purposes of informing instruction and promoting student learning. Where instruction involves setting learning
goals and establishing expectations, assessment aims to give the students and the teacher the necessary input and information so
that these goals and expectations can be met. A teacher can instruct and dictate all the necessary information to fit the
expectations, but without assessment how will the teacher know if the students are on the right track? How will the students know if
they are on the right track? The teacher needs a way of knowing where their students sit with their knowledge and learning, and the
students need to be given feedback and opportunities for reflection, both of which can help them understand how much they know
and make adjustments going forward.

Assessment for learning – or diagnostic assessment – is essential to inform the teacher on where they must go with their students.
Before even beginning the instruction of the material, this diagnostic gives the teacher information on what the students already
know. Without this assessment, a teacher could instruct an entire unit only to get to the test and find out that most of the students
didn’t understand any of it. It is essential to stay informed on the progress of your students so that your instruction is as effective as
possible. Similarly, it is important to provide useful feedback to your students throughout the process so they can also stay informed
on their own learning and be able to make necessary adjustments going forward. By giving students proper insight on their progress
and giving them opportunities to reflect, you are enabling them to take ownership of their learning and hopefully set their own
achievable goals.
Assessment for
Learning
What is Assessment for Learning?
◦ Assessment for learning is the process by which teachers essentially collect data on where
their students are situated in their current knowledge and learning of a topic. This type of
assessment is used to inform instruction by giving the teacher an idea of what the
students know, so that the teacher can then plan and deliver appropriate materials and
learning goals according to what the students needs are and what they are capable of
working with.
◦ This assessment is often referred to as diagnostic assessment because it occurs before
instruction begins, providing a gauge for teachers on how knowledgeable their students
are on a given topic, or to obtain more general information on students’ learning
pretences, interests, or personalities at the start of a learning period.
◦ Assessment of learning can also be used as formative assessment, as way of checking-in
periodically throughout a unit/learning period so that teachers can monitor student
success and progress towards the learning goals. This allows the teacher to properly
scaffold learning and respond to student needs when deciding on next steps.
Artifact 1: K.W.L. Chart
The KWL (or “know, want, learn) chart is a valuable diagnostic (assessment of)
tool that can be used for any topic in any subject area. The chart has three
columns, with each column corresponding to one of the three letters. In the K
column, students will list what they already know about the topic. In the W
column, students respond with what they want to know about the topic. These
two columns are to be filled out by students before the instructions begins, and
submitted to the teacher. This way, the teacher can get a diagnosis on the
students’ current understanding of the topic so they can plan their instruction
accordingly. The teacher also gets an idea of what student are most curious
about, so they have an idea of how to maximize engagement and intrigue from
their class. Following the instruction, students will fill out the L column with
what they have learned in the time since they filled out the first two columns,
and once again submit their charts. This last column provides further diagnostic
assessment, giving the teacher an idea of what the students gathered from the
lesson or how well they understood the material. It also acts as a good
formative assessment tool, as the students are given the opportunity to reflect
on their learning and see if they are on the right track.
Artifact 2: Think, Pair, Share Activity
The “think, pair, share” activity is an interactive way of encouraging participation from a wide variety
of students. Before delving into a certain topic, ask an open-ended question give a broad task,
something like “What do we think X means?” or “Think of some examples of Y”. Give students a
minute to think about it, and then have them turn to the person next to them and give them a couple
of minutes to share and discuss their ideas with one another. After the allotted time has passed, the
teacher then asks pairings to share what they discussed with the class. There is no single correct
answer that the teacher is looking for, but rather the idea is for the teacher to get an idea of what the
students believe or understand regarding the topic. The “pair” element is a way of encouraging all
students to share their ideas outwardly, even the less “talkative” students, and hopefully they will be
more confident in sharing their responses if they have already talked about it with a peer. This method
can be used as assessment for learning, as it gives the teacher an idea of what the students are
already familiar with before moving forward with instruction.
Artifact 3: Concept Cartoon
The concept cartoon is a fun and engaging way of diagnosing your
students’ understanding of a rich topic. It is best used at the very
beginning of a learning period, as a way of introducing a novel concept.
A question pertaining to the topic is posed by the cartoon, and
characters within the cartoon have provided possible answers, that may
be right or wrong, fully or partially. Rather than directly mentioning the
concept, give students a broader question that will give the teacher an
idea of what kind of useful background knowledge the students may
have. The character prompts act as a low-pressure way of having
students demonstrate their understanding without being put on the
spot, however the optional blank bubble allows student to think
creatively if they so choose. The example on the left would be a way of
introducing evolution in a way that does not explicitly state its purpose
or intimidate students. This way, the instructor can get an
understanding of how much background they need to cover in order for
students to best comprehend their instruction.
Assessment as
Learning
What is Assessment as Learning?
◦ Assessment as learning is meant to provide guidance and support to students throughout the
learning process. It allows students to get a feel for how well they are progressing toward the
expectations and learning goals, and normally provides input on how to make adjustments
going forward. This type of assessment usually comes in the form of feedback from the
instructor or their peers that students can use to reflect on their own learning and set
individual goals.
◦ This assessment is considered formative assessment because it occurs frequently throughout
a learning period, allowing students to constantly be aware of their own progress. The
instructor’s job with this type of assessment is present opportunities for the students to
assess themselves and think about their own learning, either through explicit feedback or
through structured opportunities for reflection.
◦ Where assessment for learning focuses on information that is useful for the teacher,
assessment as learning tends to provide information that is useful to the learner.
Artifact 1: One-Point Rubric
While rubrics are one of the foundations for
assessment of learning, a rubric like this one
is also a very useful tool for assessment as
learning as well. The one-point rubric
provides descriptions of the “standard” for
each category, with a blank block on either
side. On one side, the instructor writes
things that the student could improve upon,
and on the other side, the instructor writes
ways in which the student excelled or
exceeded the standard. The reason why this
rubric is useful for assessment as learning is
because it forces the instructor to use
personalized positive and constructive
feedback that the student can use to
enhance their learning. The grade is justified
by tangible commentary that makes sense
to learners.
Artifact 2: P.E.O.E. Demonstration
The PEOE (predict, explain, observe, explain) format is an important assessment as
learning tool in a science classroom. I have found that the easiest way to
implement this technique is by having the students observe a demonstration. To
start off, ask the students a simple question that requires them to predict an
outcome. For example, “What will happen when I drop pure sodium into this beaker
of water?”. Give students time to think about their predictions, ask some students
to share their thoughts, and have them consider why they think their prediction
may be valid. Next, perform the demonstration and allow them to observe what is
happening. Open-ended questions (“do we see what’s happening?” “what does this
mean”) can be asked throughout the demo to encourage critical thinking
throughout the process. After the observation process, ask students what they saw,
and get them to once again consider a possible explanation for what happened.
This also allows them a chance to compare the results with their original thoughts.
The reason this is useful as an assessment as learning strategy is because it
promotes student to reflect on their own understanding, and compare those ideas
with a real-life visualization. They can then make adjustments to their thinking
based on what they saw, based on what their classmates said, and based on
feedback and discussion with the teacher as well as their peers. Allowing students
to refer to something real and make predictions along with their peers encourages
them to take ownership of their learning and motivates them to want to strengthen
their understanding of the topic, even if they are already knowledgeable.
Artifact 3: Kahoot! Review
https://create.kahoot.it/share/pure-substances-mixtures/9693a7ee-c579-442f-96d6-337cb0c9edaa
A Kahoot activity is a popular way of getting students excited about a lesson and ensuring maximum
participation. Kahoot quizzes are an effective tool for assessment as learning when used as a way of
reinforcing content that students have previously learned, particularly in the form of a test review. The
quiz questions are all based on knowledge they would have acquired over the course of the
unit/chapter, and ideally resemble questions that could appear on the actual test. The reason it can be
effective as formative assessment is because it gives the students an idea of how well they know the
material before a test, and allows them to make necessary adjustments to their studying while there is
still time. Using the Kahoot format is a good way to have every student participate, and by disguising
a review as a fun and competitive activity, the teacher will hopefully get more interest and ownership
of learning out of their students. The teacher can provide feedback to the class based on the results of
each question, students will know instantly which areas they struggle with, and there is a chance for
everyone to build off each other’s knowledge; all in a way that is fun and engaging.
Assessment of
Learning
What is Assessment of Learning?
◦ Assessment of learning occurs at the end of a given learning period, and is a way for the teacher
to make a tangible judgement on the quality of student performance and learning during the
period. A task is provided that is designed to have students demonstrate their understanding of
the material and growth towards the expectations. This is the stage of assessment where a
numerical “mark” or “grade” is provided based on the student’s performance on the task.
◦ Assessment of learning is also referred to as summative assessment, because it provides a
summary of student learning over the course of the learning period. This type of assessment is
also used interchangeably with the term “evaluation”.
◦ This assessment can also be used to inform instruction on future learning, allowing the teacher to
decide on the next steps the class should take based on the results of the evaluation.
Assessment of learning is also easily combined with assessment as learning, if students receive
useful feedback on their performance that they can then use to make adjustments for the next
learning period.
Artifact 1: Unit Test
https://drive.google.com/file/d/1KjqdTKJPMgCasgrPni0rMGK4NX7wdwT0/view?usp=sharing
The most obvious method of assessment of learning, the unit test allows students to demonstrate their
understanding of materials through a set of questions that touch upon knowledge from throughout the
unit. This summative assessment is meant to be the culmination of the instruction and formative
assessment the students have gone through over the course of the learning period. Questions are
designed to address all areas of learning in a way that effectively summarizes the students’
understanding of material and growth towards the learning goals and curricular expectations. The
students are given a numerical score based on their performance on the test questions, and these
scores will be heavily reflected on their final evaluations at the end of the term.
Artifact 2: Carousel Activity
https://docs.google.com/presentation/d/1ARaBZRivu1C1znVunJFr3-8-YK
NB99gVca-hadifFKo/edit?usp=sharing
The “carousel” activity was used as an assessment of learning after a
specific topic had been covered. The activity presented itself similar to
a bell-ringer exam, with a timed rotation between stations and
questions to answer at each. However to make more engaging and
less intimidating, students worked in groups, and were given ample
time to answer the questions at each station. This activity served as a
summative assessment for the “separating mixtures” chapter, and
students got to apply their new knowledge on a set of real-life
scenarios, as a way of demonstrating and applying their understanding
of the expectations. This activity also serves as a diagnostic tool; from
reading the responses, the teacher can understand what types of
questions or what parts of the material need to be focused on more
when preparing the students for future evaluations.
Artifact 3: Concentration Activity
This activity was a summative assessment to test how much
the students had learned about quantifying concentrations of
solutions. The activity consisted of five questions, each one
asking students to consider a different method or apply a
different area of knowledge or thinking. The students were
assigned a numerical score based on their performance I
answering the questions.
This activity was intended as a summative assessment of
learning, but ended up being more of a diagnostic due to the
quality of the performances. The relatively low scores, overall,
suggested that I needed to reconsider how I was instructing
this material to the students, and look back on the curriculum
expectations to determine whether I was teaching them the
appropriate material.