HENDERSON

Throughout my teacher education at Brock University, I've learned many different kinds of assessment practice. One concept which jumps to mind right away is the concept of for, as, and of assessment. I had never heard of for, as and of assessment before teacher education, but find the way it categorizes the diagnostic, formative and summative types of assessment to be critical in designing intentional assessments. Rather than using a rubric because one already exists or a checkbric because it seems easy, all assessment can serve specific purposes. 

Another assessment practice that I would use to improve student learning in my classroom is co-constructed success criteria and learning goals. 

Co-constructing success criteria and learning goals really matters in a classroom. Not only do they make students an enthusiastic and involved part of the assessment process, they help students understand what specifically a teacher is looking for. Often, a young student will be confused by a seemingly meaningless "level 2" or "B-"; co-constructing success criteria and learning goals helps them to, in plain terms, know what they're getting into. Even when co-construction isn't feasible, presenting student-language success criteria and learning goals gives the students that same benefit.