Extension Work Blog Post
Created by Meaghan Bowes & Megan Shaw
The many planning, instruction and assessment approaches that we read about in this module fall into the categories of Traditional versus Contemporary Philosophies that we previously identified in our visual blog post. Planning methods like Student-Centered learning, Student Voice and Social Reconstructionist planning had already been identified on our visual blog post through contemporary conceptions and designs. Other new planning, instruction and assessment approaches have been identified on our visual blog post and will be detailed below.
In terms of assessment, the Student Self-Assessment, Teacher Observation and Evaluation of Teaching methods fall under the umbrella of Contemporary Philosophy. All these methods focus on the individual through strategies like personal reflection, evaluation and growth. For planning and instruction, the Place Based Education method is also a Contemporary Philosophy because it emphasizes societal and personal development through restorative justice, collaboration and learning through the environment (Castellon, 2017).
Student Self-Assessment – This method can include formative and summative feedback which is reported by the student based on their work. Self-Report Inventories may include elements like surveys and questionnaires where students report formative feedback based on whether they are understanding the content (McMillan, 2014). Self-Evaluation also falls into this category and may include portfolios, self-reflection, conferences, or evaluations of others (McMillan, 2014). These tools can be used for either summative or formative feedback which focuses on personalized feedback for each student. For example, a one-on-one conference with a student will lead to individualized feedback based on what they are doing well or how they can improve.
Teacher Observation – Formal and informal observations can be used by teachers to collect formative or summative data on students (McMillan, 2014). Informal observations could include observing a student while they are working on a math problem, so that individual feedback can be provided to help them. Formal observations could include watching a student during a presentation, so that a summative mark can be provided based on elements like presentation skills, knowledge of content, etc. The main goal of Teacher Observation in relation to Contemporary Philosophy is to provide students with personalized feedback in the form of comments, conversations, etc. so that the student can continue to grow.
Evaluation of Teaching – This assessment method is used formatively by teachers to reflect on their individual practices. Regular reflection is an important part of all educators' practices, so that they can assess how teaching methods are helping or hindering student learning. After concepts are taught, teachers should reflect on their lessons, observations, student feedback through exit tickets or surveys, etc. to gauge whether students have an appropriate level of understanding. Once this data has been collected, a teacher can make an informed decision on whether students are ready for a new or possibly advanced concept.
Place Based Education – This method of instruction includes Indigenous history, environmental stewardship and an understanding of the land (Castellon, 2017). Teachers are encouraged to collaborate professionally, with the community and with Indigenous Elders to help students learn outside of the classroom using the environment. For example, students could investigate the land that the school is built upon through inquiry-based learning to determine the land's history and possible injustices (Castellon, 2017).
In contrast to contemporary curricular conceptions and their associated assessment methods, the traditional curricular conceptions and designs align best with some more traditional assessment methods. In our newly edited visual, you can see the clear connections between traditional educational values such as the focus on traditional subjects, summatively assessing to meet standards and preparing students for post secondary and the job force through specific teacher lead assessments. Below, we have highlighted how each assessment connects to traditional conceptions and curricular designs.
Constructed Response- In this format, students are required to construct their own individual response to a prompt or question. Constructed response assessments range all the way to essay and extended response style questions to multiple choice questions. Depending on the style of constructed response, assessment can be fairly subjective (as in essay and extended response) or give concrete, standardized data (such as short answers and multiple-choice) (McMillan, 2014).
Essay and Extended Response- Commonly found in traditional western assessment, essay and extended responses require students to respond to a question or prompt and write a paragraph or more displaying their understanding of both the question and their literacy skills. (McMillan, 2014)
Select Response- Conversely, select response assessments are scored objectively as the multiple choice, true or false or short answer questions only offer one or very few correct responses (McMillan, 2014). Aligning closely with Curriculum as Technology and academic Rationalism, select response assessment style requires students to memorize and master information on a specific subject without necessarily accessing critical problem solving skills found in more contemporary techniques.
Standard Based Assessment- This method of assessment includes high-stakes accountability testing and is frequently mandated as a form of standardized testing in schools across North America (Shepard, 2000). The motivation behind this form of assessment is performance based and used to assess not only the student but often the performance of the teacher, the school or even the district at large.
Oral Response-Unlike the above methods for assessment, oral response does lend itself to some flexibility in terms of formal or informal assessment. Students are required to either respond orally to direct questions given in class, or to prepare an oral presentation in a formalized assessment (McMillan 2014). Informally, these in class questions could be considered a more temporary method of assessment depending on how the responses from the students inform the teacher’s practice. However, the formal oral presentation of an essay question or project should be considered as a more traditional method as the teacher has put limitations on the assessment such as subject matter, prompts or even time limits.
References
Castellon, A. (2019, June 19). A call to personal research: Indigenizing your curriculum. Adrienne
Castellon. Retrieved February 25, 2023, from
https://www.adriennecastellon.com/2019/06/19/a-call-to-personal-research-indigenizing-your-c
McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-based
instruction (6th ed., pp. 1-20, 57-64,74-88). Boston, MA: Pearson.
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