When assessment is done correctly - smaller assessments done more frequently - students will see their progress and be motivated. My nephew (4 years old) told me that he was the best jumper because his growth was "staggering!" It was so cute. My brother told me that his preschool teacher had a ruler on the ground and had a sticky note on the ruler with the different boys names on it. They would just go over and jump and move their names to match their jump. While they weren't totally understanding the measurements, they were figuring out if they were jumping farther or not. The teacher told my brother that they were giving each other feedback to support jumping farther. This is an example of students taking ownership over their learning and growth.
I was just in a 5th grade classroom that includes 3 newcomers. It is a dual classroom, so students can offer a great deal of support to each other. After each lesson, one students asks another what they understood. They then fill in the details. They were able to rank their comprehension after each lesson and slowly saw growth. They were also able to recognize what was in place during the lesson that supported better understanding. The teacher said that after one lesson when she had used an anchor chart with visuals and music, once students said, "According to our learning today, you need to always use a chart, pictures, and music!" Talk about assessment driving instruction!
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Yes! Also, here are two interesting write-ups about authentic assessment and how it is used to drive curriculum and planning:
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