Levels of PerformanceI created this assessment for a lesson I taught on estimation in math.

This assessment is a good way for the teacher to keep track of the students
progress. While observing grade twos, I realized there was a lot of formative
rather than summative assessment. After teaching the estimation lesson I
wanted to check for the students understanding of my teaching. I took this
simple four level rubric and adapted it to how I wanted it. This is a good tool
that can be used for virtually any subject, such as science, social studies,
ELA and others. It can be used from grade one starting off simple, all the
way to university where expectations are higher. Using below level,
approaching level, at level and above level categories are quick ways to keep
track of a students understanding of a topic. This assessment can be
compared to an at-a-glance assessment. I used this for a formative purpose
and could check back and easily access information regarding struggling
students and offer more assistance. I used this to satisfy outcome 2. N. 6
which is estimate quantities to 100 using referents. This assessment is also a
good tool to use (if adapted) for a self-evaluation of a certain piece of work a
student has completed, as well as peer assessment for group work. This
would be a great tool to use in a group assignment setting, perhaps
evaluating how each group member contributed to the assignment to show
that each member is responsible for their own piece. As well it can be used in
a presentation setting if asking students to assign grades to another student.

After careful consideration of this tool and its uses this is why I have decided
to put it into my tool kit for future use.

RubricRubrics are easily adaptable and reliable analytic assessments in assessing

assignments or performance tasks. I created this rubric to satisfy outcome 3-1-01Use appropriate vocabulary related to their investigations of growth and changes in
plants with a performance assessment in mind. Rubrics are best used when they
are designed with the task in mind. When I created this rubric I wanted to check not
only the correctness and ability to get the right answers but also to assess their
behavior and their fine motor skills of cutting and pasting. Rubrics are helpful in the
sense that they can be used to assess a complex performance with a variety of
traits as well as assessing many small traits. Rubrics should be created using the
language that a student might use so that the assessment is easily understood by
the student. Rubrics are especially good for showing the depth of understand that
the student has of a certain subject or topic. Having individual rubrics for each
students allows for accommodations of certain tasks without questions from other
students on fairness. Generally rubrics should be used as an assessment for
learning to help the students grow in a specific area. Rubrics can be used to fulfill
any outcome across any curriculum. When using a rubric for a summative purpose
such as for grading a final project, or an essay caution should be used. Rubrics are
helpful in providing feedback to a student about the work they have completed.
When used for a summative purpose it is important to create this rubric with the
students so they are aware of what is expected.

Ipsative AssessmentI really like the way this assessment is set up. Personally I feel as
though I will get good use out of this assessment in the future. This
assessment requires minimal effort from the teacher, but is packed with
valuable information. This assessment covers essentially every outcome in
the grade one math curriculum. This is a great way to keep a running record
for the entire year (this assessment is split into quarters) and have a referent
when creating report cards. This assessment can be used for formative, as
well as summative assessments when creating report cards. It is a great way
to compare the students previous performance with their current updated
performance and to track progress (works well for showing growth). This
assessment will allow for an easy way to check back on a students complete
subject profile, and the teacher having all information at their fingertips. This
is a good assessment pull out at parent/ teacher interviews and show the
parent their childs growth over the year. I would suggest using an
assessment like this strictly for math rather than using it in any other
subject. This assessment is set up in a checklist format on whether the
student understands or not. This assessment can be adapted to any grade
for math; however, when math becomes more complicated it may be a good
idea to list the main concepts rather than every outcomes because the
assessment tool may become too complicated. This is an assessment tool
that would be good to put in the students professional portfolio that follows

them from kindergarten all the way to grade eight since it is a complete
progress report of an entire subject for one year.

Formative AssessmentI really enjoy the snapshot assessments and know these snapshots
will be very useful in my future classroom. These assessments are great
pieces to use around report cards as well as moving from term to term. The
reason I chose this assessment is because I found one for every subject and
they are packed with so much information. This particular assessment was
used for the grade two classroom I was in but can be adapted to any grade
up to grade eight. These tools are great to use for conferencing with students
about how they are doing in a given subject, which for this assessment is
math. This is an assessment I would use for formative purposes and
assessment for learning. This shows students what they need to know, and
what they need to practice. The snapshot assessments are good to keep for
report card time because it is a glimpse and proof for parents on how their
child is doing. This assessment makes it easy to discuss a whole subject area
with parents and the student at interview time. When using an assessment
like this, it helps the student build goals and stick to them. Using the word
strengths is a great way to reinforce what the student is doing well, and
goals is a nice way of telling the student what should be focused on. At the
bottom there is a section that can be shown to the parent so they can work
with their child at home. This assessment is great for simple outcomes such
as 2. N. 1, 2. N. 2, 2.N.9, 2.N.10 in math.

Holistic AssessmentThe reason I chose this assessment is because I love the snap shot
assessments. What makes this different from the previous math assessment
is this assesses the students math behaviour. This assessment provides and
overall impression of what have been learned. This assessment tests the
reasoning, critical thinking, self-monitoring and responsibility strategies of
the student rather than a quick yes or no as to if they can complete certain
math problems. There are sections for goals which show the teacher, parent
and student the number one focus for that student to work on. I would use
this as a summative assessment at the end of teaching a math unit as it asks
what the student can demonstrate. This can be used for grade two outcomes
such as 2. N. 9 mainly which looks at solving addition problems, and addition
word problems. This tool is built specifically for grade two addition which is
much more extensive than grade one addition. For core outcomes such as
addition, it is would be good to adapt this assessment to other areas of
importance such as subtraction which is grade two, but also multiplication,
division which begins in grade three. It is important to stay consistent with
assessments which is why it would be a good idea to have an assessment
very similar to this one for students to follow. I would also use this for
assessment of learning purposes at the end of a unit or term to record the
students culminating performance. This assessment could be adapted to
other subjects such as sciences important outcomes of understanding solids,
liquids, and gases, outcome 2-2-01.

Peer EvaluationThe reason I chose this assessment is because it provides a good glimpse of
who is completing their responsibility in a group project. Cooper (2007) suggests
that peer-assessments should be limited to assessment for learning purposes
assessments that will help them improve their work. This type of assessment will
help the student to reflect on the frequency in which they themselves, as well as
their partners demonstrated a particular skill. When using peer evaluations it is
important to ensure that students are grouped in similar achievement groups.
Group projects are a good way in assessing major performance tasks such as
research projects, oral presentations and open-ended inquiry projects. If evaluating
for a summative purpose such as report cards it is crucial that I refer myself to the
eight guidelines to ensure group and individual accountability in group situations is
reliable. Since this assessment is for group work, it can cover any outcome in which
a major performance task is required. This tool is a good way to introduce students
to responsibility and team work skills, showing them that when they are
demonstrating a task, they will be held accountable to their actions and how they
are performing on a given task. Attaching emotion faces to assessments for
students who are in particularity younger grades is helpful. The happy and sad faces
that are paired with the words yes, sometimes, and no help students understand
the concept of assessment through the prior knowledge and experience using these
emotions. Students should be gently guided in the direction that a happy face does
not necessarily mean happy, but reflects on the quality of work they or their peer
has demonstrated. I like this assessment because it is a quick way for the students
to determine how they work in a group, and who is making the effort and who is

not. This would be great to be paired with a running record or other rubric of my
own, to keep watch on specific students.

Self- EvaluationThe reason I made this self-evaluation is because interviews were

approaching, and my cooperating teacher and I were working on teaching the
students their roles and responsibilities as a citizen. I used this assessment to check
up on outcome 2-S-100, 2-S-101, 2-S-102, 2-S-103 and 2-S-104. All these outcomes
come from the grade 2 social studies curriculum focusing on the active democratic
citizenship role. This assessment is a good anecdotal record. Grade two is an age
where students are becoming more independent, and need to try to start solving
problems on their own. The questions I have listed on this rubric apply specifically to
the classroom rules of my teacher that we were working on with the students
therefore I would not recommend this self-assessment to be used for anything other
than to check these social studies outcomes and behaviors. This assessment was
very helpful in having students formatively assess themselves for learning, and to
try and improve their attitude. This assessment was not used as a summative piece,
but rather for the students and us teachers to look back on and see how the student
had been improving since this was something new to the students. This assessment
was used generally as a progress report and an ipsative assessment, to compare
previous behavior to current behaviour. Students were given privacy boards so no
other students would see their answers and were told no one would see their paper
besides themselves, me and their teacher. Giving students a self- assessment is
helpful in reinforcing that students are held accountable to standards that have
been discussed in the classroom. This type of assessment would be invalid if
students did not understand what would be required of them. This is a good
assessment so that students understand they are more independent and need to be

monitoring their own behaviors and a valuable assessment I will use in my future
classroom.

Self- EvaluationThe reason I like this evaluation is because it encompasses all subjects in one
self- assessment. This assessment was used as an assessment of learning, as well
as a summative assessment before report cards. This is a great self- evaluation that
can be used in any grade to reveal important information that teachers may not
already know about their students. This piece reflects how a student feels about a
certain subject and can be used if a student is struggling in a particular area. With
an assessment like this the teacher is made aware of the feelings of a particular
student, and can decide how to proceed with the student. This would be a good
assessment to use at the end of each term to keep track of progress made by the
student term to term. As well this could be an assessment used at the beginning of
a new grade, for diagnostic purposes in assessing the appropriate starting points for
each student. For instance this could be used in spelling to determining which
students should go into which spelling groups. This could also be helpful in
determining which students need modifications or adaptations. I took each student
out of the classroom one by one to make sure they understood this was confidential
and that only I, their teacher, themselves, and their parent would see this selfevaluation. After all self-evaluations were finished I again took each student out and
conferenced with them about their answers and why they colored the faces the way
they did. This was a valuable assessment for me to conference with the students
because it opened my eyes as well as my teachers eyes to information we did not
have before. I particularly think this is a valuable assessment for EAL students
because happy, so-so and sad faces are emotions each student was able to relate
too. This gave us answers as to where these students needed the most guidance.

Self- EvaluationA lot of self- evaluations in my classroom took place during report card time.
The reason I liked this assessment and think it will be useful for me in the future is
because it was holistic. The previous assessment on social studies behavior was an
introduction to the topic, whereas this is ipsative in tracking a students progress.
Students now knew what standards they were going to be held accountable to and
the responsibility they had to execute these behaviors in the classroom. This
assessment covered social studies curriculum outcomes 2-S-100, 2-S-101, 2-S-102,
2-S-103 and 2-S-104, which is the active democratic citizenship role. Now that the
students knew what had been expected of them, my cooperating teacher and I
could use this in a broader sense to cover outcomes 2-S-400, 2-S-401, and 2-S-402
which dealt with social studies outcomes of communication in grade two. This
assessment can be used to summitively assess social studies outcomes, but can be
used for something as simple as reinforcing what is expected of the student from
the teachers personal moral stand point. This assessment is good to use at the
beginning of the year when the student has come from a different classroom to see
what they know about social behaviors. It is a good assessment to show progress
throughout the year in a holistic sense. As well this assessment can show growth
over the year and give an account of the students culminating performance.

At-a-glanceThe reason I made this at-a-glance assessment, was for formative

assessment of the students. I used this to observe a lesson I had taught on
Remembrance Day, which was outcome 2.1.8- KC-003. Although the reason I
created this simple at-a-glance was for observation of a performance task, this is
the type of assessment that can be extremely useful for any outcome and any area
of any curriculum. I would use this type of assessment from kindergarten all the way
to grade eight making adaptations as needed. I found that especially for grade two,
much of the assessments were formative in checking their skills for growth. This
could be potentially used even in high school while observing a group performance
task in a subject like science. I like at-a-glance assessments because they are the
type of assessment that can be kept over the course of the entire year. This
assessment is also an easy way to find each students information on the given
task. The at-a-glance assessment is a reliable and easy way to enable me as the
teacher to record which ever information I have set out to observe. Using the at-aglance is a good way in going around the classroom to observe not only
performance on a given task, but is a good tool to use with students in analytically
assessing their deeper understanding of the issue or task at hand. I feel as though
at-a-glance assessments are a good way to prod at the deeper understanding of the
student and a reliable way for the student to show what they know. This is also a
good tool to use for assessment for learning rather than of learning. I do not think
that an at-a-glance is something that should go against a summative assessment
because it is one snap shot of the students performance or understanding. I would
keep this assessment for formative purposes and understand this is a good way to
evaluate which students may need more assistance.

ChecklistChecklists are a very useful and versatile tool. Checklists can be used for
simple tasks as well as tasks that may require a deeper understanding of material.
This checklist was used for outcome GO 4, 4.2.3 in formation of letters and words of
consistent size and shape. Checklists can be adapted to however the teacher sees
fit. Essentially they are a different kind of version similar to an at-a-glance
assessment. The difference between the at-a-glance assessment and a checklist, is
the at-a-glance has jot notes made by the teacher in observing the students. The
checklist makes it clear what the expectations of the students are, and what is
being looked for. Checklists are another good way in keeping an entire class
assessment in one area and this way it is laid out simply who needs extra help and
who does not. This particular checklist can be used from grade one to grade three. I
think one of the best uses for this checklist would be to diagnostically assess the
student at the beginning of the school year and see who may need extra resource
help. If a checklist is used in the same format, one can be kept for every student,
and can be discussed at report card time, as well at the end of the year. This is also
a good assessment to show parents the progress the student has made. Checklists
are also good assessments to intertwine with ipsative assessments if they are being
used for summative purposes. Opposed to the at-a-glance assessment I believe that
the checklist can be used for summative or formative assessment. A checklist can
be a wonderful authentic assessment in answering yes or no questions for math. It
would be a good idea to make a checklist at the beginning of a unit, and check off
the items the student has demonstrated that way the teacher knows exactly which
area the student needs to focus on.

Formative AssessmentThe reason I chose to use this formative assessment for my tool kit is
because it lists several important outcomes of the ELA curriculum that are very
important at a grade two level. Outcomes satisfied were GO 2, 2.1.4 Cueing
systems, GO 2.2.3 identifying and express feelings, GO 4.3.2 spell familiar words
and, GO 4, 4.3.3 use periods and proper punctuation. This formative assessment
was perfect for touching on basically each GO in the ELA curriculum. This is a really
good snapshot of the students culminating performance. The other reason I
chose this and thought it was a good assessment is because the strengths section is
the same as the goal section. This is good because goals is a positive way of telling
the student what they need to focus on. This formative assessment would be a good
tool to use for conferencing with the student so that they are aware of exactly what
they need to be working on. The only way I would use this as a summative
assessment would be if the goals section was not attached. I think this is an
important assessment for learning rather than of learning. Once the expectations
have been set and students are aware of what is expected of them, that is when I
would potentially use this as a summative piece. I would use this for grade two to
grade five because most of the outcomes that this assessment piece covers start in
grade two with items such as reading with expression, read with fluency,
comprehend text etc. These strengths/ goals and are all things that can be
practiced and hopefully completed by grade five.

KWLThe reason that I chose the KWL chart is because it can be used within any
unit and for multiple outcomes. The KWL chart is a very adaptable assessment and
was used in my classroom for scientific inquiry outcome 2-1-01. This assessment
shows thinking and deeper understanding of topics and also touches on ELA
research inquiry from the ELA curriculum. This KWL is also a good strategy when
activating prior knowledge of a student through the Know section. The Want helps
students to brainstorm and have a say in what they will be learning. The Learn
section is the section that proves the evidence of learning. This is a cross-curriculum
tool that can be used to observe many outcomes at one time. This lets students
practice their research skills while learning about a specific topic like spiders. Using
such topics creates an authentic assessment piece. I created this KWL because the
unit covered on spiders was a long unit that students were consistently working on.
This assessment lets students explore questions for themselves and find their own
answers. This also teaches students how to brainstorm on their own. This
assessment is best used throughout a unit for generally formative purposes. This
could be a good opportunity to set a side this piece of work to use as an exemplar
for items such as what a good research questions should be, showcasing proper
punctuation, what a good copy looks likes and so on.

Personal GoalsThe reason I like this goal sheet and think it will be useful in my classroom is
because it covers three different aspects: academic, behavioral and personal goals.
This is a good personal reflection to show to parents at interviews. Personal
reflections are a good way to get students to set goals for themselves that might
cause them to think outside the box. For instance setting a goal to make more
friends may be a personal goal. Using a set up that encompasses three different
aspects allows students who may be struggling in any one of these areas to set
goals and not feel singled out. This personal goals sheet has the option to choose
fall, winter and spring making it a good ipsative assessment comparing previous
performances. The personal goals sheet can be a goof diagnostic starting point for
the student is determining appropriate starting points for each student. Using a
form like this that can be brought out a few times during the year also lets the
student know that they have responsibilities in reaching these goals. This sheet also
invites the opportunity for one-on-one conferencing to discuss progress or growth of
the student and meeting their goals as well as discussing new goals for the future.

Diagnostic AssessmentThe reason I like this assessment and think it is useful for my classroom is
because it is a perfect way to diagnostically assess students at the beginning of a
school year. Using this letter and sound ID helps to identify where the student may
be having problems and is valuable when deciding where the student should begin
with their spelling and reading. I realized this was a good assessment when my
teacher asked me to take a few students who were having problems spelling and
complete this with them. I did as I was told and the assessment showed where
students were struggling which let us make accommodations to their spelling and
even starting from scratch with the few who were really struggling and starting
them off with pictures and recognizing sounds and letters. Using a letter and sound
ID form like this helps to identify the miscue analysis of the student as well as their
margin of error. Using assessments like this is important in identifying many
underlying problems that may stem from having certain difficulties. One of the main
errors that I noticed was the kids who have trouble differentiating between b and
d. This is also a good way of screening students to gather initial information about
the performance of students for the purpose of special programming. Doing a
diagnostic assessment such as this one allows for proactive steps in placing a
student with a resource or reading recovery teacher so that the student does not fall
further behind and gets the assistance they need.