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This means focusing on the end goal, and working backwards to determine what questions or tasks will show mastery of a topic. Rather than repeating questions already asked throughout the unit, how can we craft questions that will require students to compile what they have learned to answer a new and meaningful problem. Thinking like an assessor means having different types of questions or tools to measure different parts of students' learning

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Thinking like an assessor means deciding what authentic evidence will prove that students “get it,” not just that they can memorize or recall facts.

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Think Like an Assessor

This means to be focused on evidence of students understanding and progress. Instead of focusing on delivering content, teachers need to ask themselves what is the short term and long term goals of this lesson and how can the students demonstrate they've learned them.

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Think Like an Assessor

Consider the learning goals from Section One (i.e. the main ideas, concepts, and skills students are to master). Determine the types of assessments that will be needed. Determine the best way to allow students to demonstrate mastery.

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Begin with the end in mind. What should students be able to do and what should students understand at the end of this unit?

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Thinking like an assessor means planning assessments that measure whether students have met the goals from Stage 1. Instead of relying on one test or method, you gather a “photo album” of evidence, using different types of assessments matched to different goals

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Think like an assessor means to think about what you want your students to know and creating or using assessments to ensure that your students have learned or met the outcomes.

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Creating a variety of assessments that have clear evidence of understanding that also align with stage one content.

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Think like an assessor refers to keeping the assessments in mind throughout the planning of a unit. Know what you want your students to achieve/learn by the end of a unit and plan accordingly.

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The phrase I've always kept near and dear is "Begin with the end in mind". Start with what finished should look like; what goals, skills, standards do you want your students to reach. This gives you a picture of what you need to teach to get them there.

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Using the standards and learning goals to determine what students should know at the end and using that information to build the lessons and activities students will be completing to achieve this learning.

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In starting with the assessment, you can ensure that you are targeting the main learning goals and outcomes throughout the unit. If you think about how these would be assessed, you can map out how to teach them throughout the unit including the manner in which they are taught.

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To me, "think like an assessor" means using the best technique to let students show off what they've learned.

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means that after you decide what you want students to understand and be able to do, you need to figure out how to collect evidence that shows whether or not they are meeting those expectations.

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It’s about aligning assessments with learning goals and ensuring that every assessment opportunity is purposeful, varied, and focused on deeper understanding—not just rote recall.

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To think like an assessor means that you have an idea of what students should be able to know and understand by the end of the unit prior to planning out the unit.