1. Using the UOIT lesson plan template as a tool to guide your planning, where would you start? Why? Consider the manner in which you would work through the template. Be prepared to explain your rationale. 

 

  The OUIT lesson template has been designed in a chronological order for the reader. It is in the order the teacher will deliver the lesson. But when planning we can’t always go start to finish. To best plan a lesson we need to keep the end in mind. We need to look at the specific expectation in the curriculum and break it down to learning goals. By knowing what we want the students to achieve at the end we can then plan the rest, how reach the end. It is like planning a road trip vacation to Quebec. That’s the end goal, now we can plan when we should set out, which route to take that will get us there in the best way. 

 

2. What is the overarching purpose of assessment within the K – 12 context?

 

  Assessment is a vital part of learning it should be there for each student to evaluate their own learning. Through assessment, they should be able to see their strengths and weaknesses so they can take steps to improve.

 

   Similarly, for the teacher the assessment can give an inside into the student's understandings and weaknesses and should play a part in planning next steps. 

 

3.Compare assessment ‘for’ and ‘of’ learning. How are the different? Similar?

 

   Assessment of learning identifies what is learned. It is done throughout and after lessons to show if the success criteria are met. 

 

  Assessment for learning comes before learning. It identifies prior knowledge and interests among the students. It helps the teacher to plan lessons to cater to the students. Lessons can be planned to build on the knowledge and centered around what the students are interested in to make learning effective.  

 

4. What is assessment as learning?

 

  Assessment as learning is also known as formative assessment. It can take a variety of forms to evaluate learning continuously. This helps to grasp what the weakness may be and can work on it. It can be done my teacher giving comments on works, students self-assessment or peer assessment. It could also be class polls during class.

 

5. Consider your previous K – 12 experiences. How was assessment ‘as learning’ integrated into your experiences?

 

 

  During my grade 9, 10 and 11 big projects or reports teachers added an aspect of peer assessment and self-assessment and encouraged us to mention 2 or 3 manageable goals for the next  steps. This I found was a very useful skill and unknowingly it became a . As I went into higher education habitme and my friends routinely shared our work with each other for peer assessments and give constructive feedback. 

 

6. Why do some authors claim that assessment ‘as learning’ benefits students more than other types of learning?

 

  Assessment done as learning helps identify weakness in understanding while it is still fresh in the mind. It can then immediately be addressed and implement plans to change to improve learning.