# data[].attributes.body
Post-It’s is another example of assessment ‘for’ learning. I used this in a grade 11/12 girl’s health class where we talked about self-awareness and harassment. I wrote prompting questions on various pieces of chart paper and posted the chart paper randomly around the room. I placed a few post-it notes at each desk before the class arrived. When the students arrived I explained the activity and read the questions on each piece of chart paper out loud. I then asked the students to write down a response to each question, I explained that they could write as little, or as much as they wanted (e.g., one word, a comment, a fact, a sentence, etc.). There was no specific answer that I was looking for, I just wanted to see what the students could brainstorm themselves on the topic. When they finished writing something down they were then asked to post their response on the chart paper. After everyone was finished I went around to each chart paper and read the sticky notes where I would ask questions about some responses, formulating discussion to gather a deeper understanding of what the students already knew about the topic. I think this was a beneficial tool because it was all anonymous, and there was maximum participation. Therefore, students who do not feel comfortable talking or responding in front of the class still had a chance to vocalize their opinion. I also like this idea better than a graffiti style wall where students write their responses on the chart paper directly versus at their desk independently. In health class sometimes topics can be sensitive and students may not want to write comments where everyone else may see what they wrote.

Unfortunately, I do not have an image of what this looked like at the end of my lesson, however the image I have attached is an example of what the final product would look like.

# data[].attributes.body
This is another brainstorming assessment tool used ‘for’ learning that I created for an open grade 9 health lesson on bullying. I had students get into partners and grab one whiteboard. I provided the students each with a handout that had a space for students to jot notes down if they wanted. I then asked the students verbally what does bullying sound like and gave them approximately 2-3 minutes to discuss with their partner and write some ideas on their whiteboard. After the allotted time I then asked the students to read what they wrote on the whiteboard and I recorded it on a chart at the front of the class (like the image attached). I then asked the students what does bullying look like, again allowing them to discuss with their partner first and then come to discuss as a class. I then asked two more questions after, following the same steps as for previous questions, I asked what does bullying feel like, and then what actions should be taken if they encounter bullying. I think this was a beneficial way to have students dig deeper and really think about the topic. As a teacher I think this is a useful tool because it uses their 4/5 senses to produce a response about a topic, creating discussion and an understanding to what students already know about the topic.

Image attached retrieved from https://www.crafting-connections.com/2014/09/anchors-away-monday-9114-bucket-filling.html?m=1

# data[].attributes.body
This is an example of and assessment tool ‘for’ learning that I developed for a grade 9 open health class about relationships. To start the lesson, I talked a bit about relationships and emphasized that they are not just intimate but they also include family, friends, co-workers, etc. After this I wanted to see what knowledge students already had on the topic. I had them complete a think, pair, share table where they had time to think independently for two minutes and write down in the “Think” column a few characteristics or examples of healthy and unhealthy relationships. They then were instructed to turn to their elbow partner and discuss their answers and add any new characteristics or examples they may not have thought of independently and add it to the “Pair” column. I then made a T-chart on the whiteboard where I had one column labelled “Healthy Characteristics” and the other “Unhealthy Characteristics”. As a class I had the students share their ideas so I could write them on the board under the appropriate headings. Students were encouraged to add any information they may not have had written down to the “Share” column of their handout. This is a useful tool to use as a teacher as it helps develop an understanding of what the students already know about the topic and how to tailor and deliver the lesson so it expands on their knowledge. As well, this activity involves maximum participation as students are able to share their thoughts with at least one peer. During the “share” portion of the activity, discussions will unfold, and the teacher will prompt students to gain more information on their current understanding and thoughts.

# data[].attributes.body
This is an example of a sorting/matching activity that I created for a grade 11 biology class. I did not use this on my placement but I did create this for my biology curriculum class presentation. I have attached two activities that are examples of assessment ‘as’ learning because they were designed for students to complete as a minds on activity at the beginning of a class to recap their learning from previous days. One activity was designed for students to work with a partner and match the organs of the digestive system with their function. I would have these all cut out ahead of time placed in envelopes so students would have to organize them on their desks. After the students had completed the first matching activity they would raise their hand to indicate they were finished. I would check over their matching to see if they were correct, if they were all correct I would give them the second activity, if not I would have the pair rethink their matching and help them if they needed any guidance. If I started to notice that a few groups were making the same mistakes I would address this with the whole class because it could possibly be that my instructions were not effective. Once all the groups completed the matching activity I would have them sort the functions of the digestive system in a chart. As a teacher I would be able to circulate around the class and check in with students and address any concerns independently or as a whole class. As a teacher this is an informal way of assessing and monitoring students learning throughout the unit. This is a way to indicate what the students need to focus on in order to be successful and advance their learning.

# data[].attributes.body
This is an exit ticket that I developed for a grade 9 open health lesson that focused on relationships (healthy and unhealthy). This exit ticket was developed as a form of assessment ‘as’ learning. It was designed to gather an understanding of what the students learned at the end of the class. The students were given the exit ticket with five minutes left at the end of the class, they were asked to answer the questions and hand it back to me when they were leaving for their next period. As a teacher, I looked over their responses after class as a way to gauge and monitor the students learning. I think this is a great tool for teachers to use as it is a way to check for immediate information on student learning, as all students are engaged. As well, based on their responses I could address any confusion during class the following day. If there was a common misunderstanding seen throughout the class I could address it with everyone, or with one student individually who’s response may not have aligned with the response I was looking for.

# data[].attributes.body
Kahoots are a tool that can be used in the classroom as a form of assessment ‘as’ learning. They are fun and engaging for students to answer questions on a certain topic created by the teacher. Students are able to interact using the internet and answer questions that their teacher displays. After all the students have selected an answer, the correct response will be displayed on the board with the number of people who chose each answer. I created a kahoot for a grade 9 open boys health lesson about sexuality and contraception. I used this kahoot during the third day of the health lesson, after the students had been taught the context during the first two days. This was used to check in with my students, it was an informal way to assess the students learning, and see where they were at in terms of understanding the content. This helped me gauge what the class needed more instruction on before their quiz at the end of the week. As a teacher, kahoot is a helpful tool to see what your student’s responses are. If a majority of the class answers a response that is not the one you were looking for, then that could be a reflection of on either your instruction, or the way the question was worded, although, this it the time to talk with the class and provide more instruction.

# data[].attributes.body
I have attached two different styles of cumulating assignments, also known as final projects that were both developed by my associate teacher (Mike Tutty) for his grade 12 Introductory to Kinesiology class. These types of assignments are both examples of assessment ‘of’ learning.

# data[].attributes.body
This assignment was developed as a way to measure the students’ knowledge and understanding by applying what they learned over the course of their anatomy unit. I was not there when the students were given this assignment. However, I was able to see the final products. I think this style of assessment is valuable because it allows students to demonstrate what they understand about the topic in a creative way, which can be beneficial for those who do not test well.

# data[].attributes.body
This assignment was designed for the students to complete after they finished multiple units (muscular, skeletal, nervous and energy system). This assignment is different from the joint construction assignment because students are applying their knowledge and understanding that they accumulated over multiple units. The students were asked to choose a specific skill or movement used in a specific sport (e.g., kicking a soccer ball, baseball pitch). From there they were asked to analyze this movement and apply the knowledge they learned from the previous units to develop a written report, answering the questions provided to develop discussion and show their understanding. I think this is a useful tool to use as a future educator because it is a way to assess the students at the end of a unit(s) or course. This assignment is a beneficial way to assess students through one product, focusing on the key learning goals that students should know and understand by the end of the course. As well, like I mentioned before, I believe assignments are valuable because students who may not test well are provided with an alternative way of demonstrating their skills and knowledge gained

# data[].attributes.body
This is a bell ringer; it is another form of testing students at the end of a unit. A bell ringer is a lab test where students answer various questions displayed on the PowerPoint. The students have limited time (e.g., 30 seconds) to record their answer to the questions on each slide, when the time is up the teacher will change to the next slide and start the timer again. This bell ringer was designed for students in a grade 12 Introductory to Kinesiology class after their anatomy unit, it is an example of assessment ‘of’ learning. I have attached two examples of bell ringers (that my AT created, Mike Tutty) that the students at my placement completed, unfortunately these tests were completed before I got there but I was still informed about them. One PowerPoint was specifically testing the muscles of the body, where students were required to answer questions by identifying the name, function, origin, or insertion of muscles displayed. The other PowerPoint required students to answer questions based on the specific bone or landmarks that were indicated. This is an appropriate form of assessment because it tests the students’ knowledge and ability to recall information. As well, this form of assessment is typically not used in other grades or classes, so I think it is a beneficial tool to introduce and expose students to because most human kinetics courses or kinesiology courses in university will have bell ringers.

# data[].attributes.body
This is a unit test that I created at my placement for my grade 12 Introductory to Kinesiology class, it is an example of assessment ‘of’ learning. This is a unit test that covers the systems of the body, specifically the cardiovascular, respiratory, nervous, and energy systems. This unit test was developed by referring to the fill in the blank lecture handouts that were given at the start of each lesson and the review questions that were given to students during their review period. This unit test included multiple forms of assessments (e.g., multiple choice, fill in the blanks, diagrams, short answers) that cover all of the achievement categories (application, communication, thinking, and knowledge and understanding). This test included the important and main concepts from each lesson. This test is useful to me because it is a form of assessment that provides me with an understanding of what the students learned

# data[].attributes.attachment_link.title
Matching:sorting Organs of Digestive System

# data[].attributes.attachment_link.title
Matching:Sorting Functions of Digestive System Activity 

# data[].attributes.body
Assessment ‘as’ is a process that provides feedback during instruction, throughout the learning process. This is a formative type of assessment that provides continuous feedback of student learning. This type of assessment is ongoing; it is a way for both teachers and students to monitor learning and set goals to advance learning (Manitoba Ministry of Education, 2006; Ontario Ministry of Education, 2010). An exit ticket is an example of assessment ‘as’ learning; it requires students to respond to questions or prompts regarding the content learned in class and hand in their responses to the teacher as they leave the classroom. These exit tickets allow teachers to monitor students learning as they provide immediate information on the students understanding of the material (Ophea, 2016).

# data[].attributes.body
Assessment ‘for’ is the process of gathering evidence of student’s prior knowledge on a certain topic. This type of assessment typically occurs before and during instruction, it allows teachers to determine where the students are in terms of learning and what they need to learn (Ontario Ministry of Education, 2010). This is a diagnostic form of assessment that provides the basis for determining what the next steps to improve student learning is (Drake, Reid, & Kolohon, 2014). Brainstorming activities such as graffiti walls or T-charts are beneficial ways to assess ‘for’ learning. These are different tools where students are able to demonstrate what they already know about a certain topic. This helps the teacher determine how they should structure their lesson. As well, it is a way to pull information out of students about a topic and have discussions. For example, a graffiti wall typically consists of chart paper with headings at the top that may pose a question where students can respond by writing comments about the topic. In addition, using T-charts can also be a beneficial tool to asses ‘for’ learning. For example, in a health class, the teacher can have the students brainstorm characteristics and qualities they think represent healthy or unhealthy relationships using the T-chart to compare (Ophea, 2016).

# data[].attributes.body
Assessment ‘of’ typically occurs at the end of a course or unit where the students demonstrate what they have learned. This is a form of summative assessment that produces results (e.g., grades) based on the students’ understanding and knowledge of the topic (Manitoba Ministry of Education, 2006; Ontario Ministry of Education, 2010). For example, a final unit test is an example of assessment ‘of’ learning because students are able to demonstrate their knowledge on a certain topic, thus, providing teachers with feedback of what they learned over the course of the unit (Drake, Reid, & Kolohon, 2014).