The Planning and Assessment Chart (above) allows you as the teacher to assess students who are working on alternate expectation in a manner that is familiar for fellow teachers, administration, students and their parents. It also allows for "mastery" to be defined as more than just the rote performance of a task. It allows for consideration to be given to the thinking skills, planning and communication that a student demonstrates in relation to a task. Using language similar to the Ontario Curriculum documents in our stages of program development adds legitimacy and validity to teaching in alternate areas. What might once have been seen as "playing" or "time filling jobs" can now be recognized as legitimate, valuable learning tasks which are just as valuable as curriculum tasks for given students. Once again, the areas on the Planning and Assessment Chart are:
Knowledge and Understanding
- How well does the student demonstrate knowledge and understanding of the topic?
- How well can the student transfer this knowledge to new situations?
- How well can the student demonstrate their understanding of the relationship between various concepts and principles?
Thinking
- How well does the student demonstrate the ability to use creative and critical thinking to extend their knowledge and understanding?
- How well can the student analyze a situation to reach logical conclusions?
- How well can the student follow accepted processes for solving problems and arriving at solutions?
Communication
- How well can the student communicate their ideas with others (orally, in writing, graphically)?
- How well does the student demonstrate their ability to use language and terminology related to this topic?
Application
- How well can the student apply their skills in knowledge in both familiar and unfamiliar situations?
- How well can the student make connections between various concepts and principles in a variety of situations?
- How well can the student respond the situations and make use of their knowledge of the topics and processes involved?
Assessing students in these 4 areas allows for recognition of the students who: - know what to do but are still unable to actually perform the skill
- can perform the skill by rote but don't have an understanding of why or in what situations it would be appropriate
- can perform the skill in one specific setting but haven't generalized the skill to other settings yet
- etc.....
Once teachers use these areas to evaluate student progress, IEP writing and revision becomes so much more straightforward. The expectations and next steps become clear and logical for everyone involved. Remember that you do not need to assess every area on the chart for every skill. Use what is applicable.
Here is a link to action verbs divided into areas from the Achievement Chart. Here is a link that talks about the relationship between Bloom's Taxonomy and the Achievement Chart. Linked to each page on this website will be a Assessment and Evaluation page which will contain sample rubrics, assessment and evaluation ideas and links to resources. Please share your ideas and and resources!
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