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By: Amanda Naccarato
Course Director: Evelyn Paris
Due: November 14, 2014
Exploring Assessment Assignment
What Alternatives are there to the Unit Test?
Unit tests are used for the purpose of tracking and assessing student learning.
According to the Growing Success document evidence of student achievement for
evaluation is collected from three main sources: observations, conversations, and student
products. Using various forms of assessment as evidence increases the legitimacy of the
evaluation of student learning. Thus, if educators rely on unit tests as their only form of
assessment it does not allow students to have an opportunity to demonstrate their learning
according to their strengths as some students have anxieties surrounding test taking.
Furthermore, according to the Growing Success document all formative and summative
assessments should reflect achievement of the curriculum expectations across all four
categories of knowledge and skills. This includes: Knowledge and Understanding,
Thinking, Communication, and Application. As educators, we are to use our professional
judgement in deciding the best way to assess our students; there is no expectation to
make all final summative assessments a unit test.
What Alternatives Can we Provide?
Portfolio-Based Assessment:
A portfolio-based assessment is a great way of creating a rich performance task
where students can visualize their progress. The portfolio is also an excellent way to
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include different assignments that appeal to the different strengths of our students.
For example, including visual or creative components as a component of a student
portfolio in an English class could be a breath of fresh air for students that struggle
with writing or those who are kinesthetic/visual learners. Students are usually
encouraged to reflect on the work that they have selected to include in their portfolio
ultimately encouraging students to think about their engagement with the learning
process and their own progression. Portfolio-based assessment is an adaptable form
of assessment; teachers are in control of the weight of each assignment to be
included in the portfolio. An example of how teachers may design the assignment is
by making each submission included in the portfolio specific to the four categories of
knowledge and skills.
Practicum Observations:
What do our students think about unit tests?
While researching this topic and simultaneously preparing for my own unit plan, I
decided to engage my Grade 10 Applied class on a conversation as to what their final
summative assessment should take form as. I posed the idea that the option was between
a Unit Test that included mostly multiple choice, a few short answers and a short essay
OR an essay on the themes present in the book we are studying (The Maze Runner). All
the students raised their hand to choose the essay as their summative assignment over the
unit test. I changed my routine and used an exit card to explain their reasoning as to why
the students would prefer the essay. Most students responded with the following two
reasons: Essays give us more time and tests put too much pressure on me. I believe
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student learning should not rely on the idea that students need to output as much
information as they know in an allotted period of time. If students can achieve a better
success rate by applying their knowledge in an assignment over an extended period of
time there is virtually no difference as long as they have achieved the required curriculum
expectations. As outlined by Dylan William in Embedded Formative Assessment students
are more motivated to reach goals that are specific, are within reach.but when the
goals seem out of reach, students may give up on increasing competence (150). Thus, if
there is anxiety surrounding a unit test, as demonstrated by my students, enforcing a unit
test as their final assessment would set them up for failure.
Example 1: Art portfolio requirements that demonstrates how knowledge throughout
a unit can be effectively applied in a series of smaller tasks.
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Example 2: Rubric of a portfolio on critical thinking
Portfolio Rubric with Emphasis on Critical Thinking
Critical Thinking
Indicators
Analysis of data,
ideas or concepts
Application
concepts related
to relevant
formulas,
procedures,
principles, themes
or theories
Presentation of
findings (such as
a variety of
solutions,
positions, or
perspectives)
Identification of
well-thought out
conclusions with
supporting
information
Synthesis of
conclusions,
solutions, or
ideas in logical
manner
Professional
Presentation of
Work
Beginning
Developing
Competent
Accomplished
Ambiguous
Acceptable
Clear
Exact
Relevant data, ideas or
concepts presented with
inaccuracies, omissions
and in part
Relevant data, ideas
or concepts
presented with
minimal inaccuracies
and omissions
Relevant data, ideas
or concepts presented
in correct and
appropriate format
referring to
appropriate contexts
Relevant data, ideas or
concepts presented
and interpreted
precisely and
thoroughly within new
and appropriate
contexts
Incongruous
Application of concepts
(formulas, procedures,
etc) incorrect, unsuitable
or omitted all together
Limited
Focuses on a single
solution, position, or
perspective with
inaccuracies, or omitted
a relevant solution,
position, or perspective
Unsubstantiated
Suitable
Application of
concepts (formulas,
procedures, etc)
used appropriately
with few mistakes
Simplistic
Solutions, positions,
or perspectives are
explained in a
simplistic manner
with few inaccuracies
Realistic
Pertinent
Perceptive
Application of
concepts (formulas,
procedures, etc) in
correct and
appropriate format
referring to
appropriate contexts
Application of concepts
(formulas, procedures,
etc) done in precise
manner using creative
thought and
explanation
Detailed
Comprehensive
Explains and
elaborates on two or
more possible
solutions, positions, or
perspectives correctly
Coherent
Articulate
Conclusion(s) do not
correlate with supporting
information or evidence.
Omitted conclusion or
solution.
Conclusion or
solution is explained
with a simple
connection to
supporting
information or
evidence with few
inaccuracies
Unsystematic
Systematic
Consistent
Integrated
Conclusions, solutions,
or ideas are presented in
a confused manner
Conclusions,
solutions, or ideas
are presented in
appropriate order
Conclusions,
solutions, or ideas are
connected and
consistent with
evidence gathered
and presented in
appropriate order
Conclusions, solutions,
or ideas are presented
in an integrated, clear
and logical manner
Unprofessional
Binder, file, or portfolio
omitted; Title page or
cover page unsuitable or
missing all together;
unlabeled sections of
portfolio; More than five
grammatical errors
Amateur
Binder, file, or
portfolio used in
simplistic way; Title
page presented;
minimal sections
included in portfolio;
few grammatical
errors in portfolio
Conclusion or solution
is logical and
consistent with
evidence gathered
and is presented in a
manner that creates a
credible whole
Several solutions,
positions, and
perspectives are
explained in detail with
supporting information
considering various
points of view
Virtuoso
Binder, file, or portfolio
is well-organized and
presented in
businesslike manner;
Title page organized;
information organized
into appropriate
sections; Evidence of
proofreading and
attention to detail
Conclusion is
expressed clearly with
well-thought out details
and explanation
supported by evidence
gathered in a
comprehensive and
original manner
Professional
Binder, file, or portfolio
is polished and
presented in
professional manner;
Title page organized
and makes strong first
impression; Organized
sections and logical
presentation of
information; Error-free
Professional Presentation:
Presentations can be a useful option in applying knowledge and encouraging students to
get involved in the learning process rather then simply memorize information and
regurgitate information theyve been given in class on a unit test. Presentations are also
useful for peer teaching and can overall expand the learning process beyond the usual
teacher-student dynamic. Students can be creative in how they choose to present their
findings and understanding of the topic at hand.
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Example 1: Students put on a class production of the Great Gatsby. Required to write an
individual reflection on the experience focusing on how they worked together to portray
the themes and character development relevant to the novel.
Example 2: A presentation on an assigned section or chapter of a novel or part of a unit
in which students are responsible for delivering an interesting analysis of the information
presented.
Should educators be giving zeros for missed assignments?
One aspect of assessment I often contemplate is whether teachers should be
giving zeros for late or missed assignments. According to Embedded Formative
Assessment, grading practices are intended to demonstrate the level of student
achievement. However, it has been made clear through research that grading practices
prevalent in most US middle schools and high schools are actually lowering student
achievement (William 122). William presents the example of a school that has an eightweek marking period where students will receive a grade each week. Two hypothetical
students are presented: Lesley and Chris. Lesley starts out with four As but ends with 4
Cs, overall Lesley receives a B. Chris, starts out with four Cs but ends with four As, he
also receives an overall B grade. However, Chris has obviously exceled and improved in
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learning the content while Lesley clearly has not grasped the content as effectively (123).
Summative assignments (AofL) are essential in determining student learning and success.
Giving zeros for missed assignments that are not the most important in determining
student learning, which occur at the end of the marking period, is unnecessarily
contributing to the possibility of student failure.
With that being said, the Growing Success document upholds the idea that
students are responsible for providing evidence of their achievement of the overall
expectations in an allotted period of time determined by the teacher. Growing Success
also indicates that there should be consequences for not completing assignments for
evaluation. The Growing Success document is interesting in its presentation of the
concept of missed assignments as it outlines vague school board policies on the subject,
such as: ensure that mark deduction will not result in a percentage mark that, in the
professional judgement of the teacher, misrepresents the students actual achievement
(44). Furthermore, it neutrally provides the opposing views on missed assignments, with
the one side being that a lack of consequence would be unfair to students who meet
expectations in a timely fashion while the other side argues that giving zeros or deducting
marks does not change the behaviour or help the student to succeed. The document ends
with another vague statement that leaves the decision to the professional judgement of the
educator. The consequences, or lack thereof, for missed assignments must be within the
policies and guidelines of the ministry and board. The Growing Success document has
made it clear it is a matter of opinion and dependant on the educator; the decision to give
a zero is not out of the realm of appropriateness.
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If a student does not hand in an assignment, as mentioned earlier, as educators we
should keep in mind if the assignment is at end of marking period and if the assignment is
necessary in determining the students learning of the unit. Furthermore, student success
and achievement is individual and is not standardized. Keeping that in mind, some
flexibility should be practiced in due dates as not every student can complete tasks in the
same allotted time. However, if it becomes a deliberate case of I dont want to do it and
the student has no reasonable explanation for not handing it in after a reasonable
extension a zero should be given, as the student has put zero effort into the assignment.
An educators primary responsibility is to encourage student success, thus once it
becomes clear that a student is missing assignments, steps should be taken before giving
a zero. Some examples listed in the Growing Success document were: a call home, peer
tutoring and reviewing whether students require special education services.
Mentor Teacher Insight:
I decided to seek the advice of my Mentor Teacher as he would be able to speak to what
he finds works best in my placement, considering the generally negative attitude
surrounding assignments and homework in our classes. My Mentor Teacher is lenient in
allowing his students in handing in late assignments with an unspoken three week grace
period. If an assignment is handed in past that grace period without a legitimate reason
the student is given a zero. My Mentor Teacher explained that if he did not allow this
grace period there would be a higher rate of failure in the classroom. However, if he did
not give zeros students would not be motivated enough to hand in assignments if theyve
handed in sufficient assignments for grading purposes.
Examples of Steps to Take after an assignment has been missed:
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Example 1: Student Contracts are used to determine a new deadline while also
addressing the issue that it is not acceptable to miss assignments. Can also include a
requirement for a parents signature.
I (student name) understand that I have missed the deadline of the Maze Runner
summative assignment. I understand that it is my responsibility to hand it in by (new due
date)
Signed _________________
Conclusions:
In my inquiries surrounding alternatives to the unit test I was able to determine that unit
tests are not the most effective form of evaluation to determine student learning. I agree
with the information presented that alternative rich performance tasks have the ability to
measure learning effectively while also allowing students to work with their strengths and
to avoid the pressures of testing. My practicum observations involved the opinion of my
students and their negative opinions towards unit tests. My observations have led me to
wonder about standardized testing and whether or not standardized testing is contributing
to student failure? Furthermore, as the education system stands with the requirement of
standardized testing do we as educators owe it to our students to prepare them through
testing in our classrooms? I would suggest that as educators we do owe it to our students
to provide them with practice to ease some anxieties around standardized testing.
However, this can be achieved through mock tests implemented regularly leading up to
the literacy test for example. Furthermore, I decided to look into my own inquiry
regarding assessment, which is whether or not educators should be giving zeros for
missed assignments. Exploring this topic has changed my mind on how to handle missed
assignments and has made me realize that as educators our responsibility it primarily to
ensure student success. Thus, the responsibility must be taken upon ourselves to go
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through the necessary actions to encourage our students to engage with tasks assigned.
Keeping that in mind, I question whether or not consequences should depend on student
achievement up until that point as some students have IEPs that indicate certain learning
disabilities, which may have contributed to their lack of engagement with the task at
hand? My exploration of assessment has ultimately encouraged me to view myself as the
individual responsible for my students success and to view student learning and
achievement as the ultimate goal, rather then focusing on the minute details in how they
got to that point.
