COULD HUMANS LIVE IN SPACE?

There are three types of assessment that are otherwise known as formative and summative assessment:

• Assessment for Learning (AfL)

• Assessment as Learning (AaL)

• Assessment of Learning (AoL)

Assessment is beneficial to both students and teachers as it provides information on student learning and teacher planning (Friesen et al., 2015).

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Assessment of learning is a type of summative assessment. AoL is used as a way of putting accountability on students and shows where a student is at with their learning. A value is used to represent student achievement and can be used to communicate with students and parents on where they stand. Summative assessments usually happen in between large topics, or at the end of a unit, are usually cumulative, and can be demonstrated by end performance tasks such as:

• Exams

• Papers

• Projects

• Presentations

• Showcases

• Rubric

• Broken Rubric

We have decided to utilize a broken rubric in our unit plan in order to give students the opportunity to self-assess their prototype for the Mars Habitability Project. The rubric will provide detail of what is expected of them to achieve a Level 3. Students will then reflect upon the criteria outlined and decide whether they have completed that criteria, not quite met the expectations of that criteria or exceeded that criteria. Students will then have an opportunity to justify their reasoning for the level they have awarded themselves. They will include the reasons why they did not meet the Level 3 expectations, how they met the expectations or how they went above and beyond the expectations. A Level 1 will automatically be given if a student does not complete a prototype. The broken rubric is a great way for students to reflect upon the work they have completed and to provide justification as to why they believe they deserve a certain level. A broken rubric allows students to be apart of the assessment process. The self assessment completed by the student will be considered when assessing the prototype in the final assessment of the Mars Habitability Project.   

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Assessment for learning and assessment as learning are types of formative assessment. AfL supports student learning and AaL engages students in their learning, while allowing development of skills. No marks are taken up for any work that is done during formative assessment and can be demonstrated by:

• Informal observations or notes taken down by the teacher of student work

• Classroom discussions or student conversations

• Peer and self-assessments

• Reflections or written responses

• Quizzes that are not for marks and instead gage a student’s learning

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• Concept carousel

• Informal discussions as a class

• Student checklists

• Peer assessments

• Exit tickets

• Informal observations

• Broken rubrics for self-assessment

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