The Working Assessment Definition and the Role of Learning Objectives: By T.J. D

What Is My Definition of Assessment?
Assessment, to me, is more than a tool for grading. It is a process of gathering evidence about student learning to inform teaching and support growth. It involves intentional, ongoing reflection and feedback that helps students understand where they are, where they are going, and how to get there. Assessments can be formal or informal, formative or summative, but the key is always to use the results to guide instruction and improve outcomes.

Determining the Lesson Objective

When determining lesson objectives, I start by unpacking standards and identifying what students need to know and be able to do. I also identify the learning targets of the standard. From there, I design learning goals that are clear, measurable, and student-centered. Also considered is how I will know students have met the goal—this backward design approach ensures alignment between instruction and assessment.

Also, a little check list was created to deconstruct the learning targets of standards. The standards learning targets help determines the type of assessment to produce.  A chart was created to support the deconstruction of the standard for alignment with the assessment. See below: 

My Go To Resource: Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.

Assessment Tid-Bit: Did you know that backward design starts with the assessment before planning the lesson?

Explore More: https://www.ascd.org/books/understanding-by-design