Collecting Evidence of Learning

Triangulation is the observation of learning, collection of products that students create and conversations that students have with their peers and their teacher about what they have learned. Teachers do not need to record evidence of Triangulation daily but from the beginning to the end of the semester, you should have collected enough evidence to show what your students have learned.

Let’s take a look at collecting evidence through conversations:

Conversations may be face-to-face or in writing.
Conversations about learning involve listening to what students have to say about their learning, or reading what they record about their learning.

Teachers might listen:

-to their students during class meetings, and/or at individual or group conferences.

-to their students when they read student self-assessments.

-to their students when they analyze samples in student portfolios or when they read student responses in their journals.

When teachers listen to students in these ways, they are inviting students to think about what they have learned. When students are given the opportunity to self-assess, they will learn more: What was difficult? Easy? What would I do differently next time?
As a result of conversations, teachers can gather evidence about what they know and understand.

(Anne Davies and Sandra Herbst, 2015)

Evidence you gather through conversations may be entered in your Assessment Folder in your Gradebook.

Next, let’s take a look at collecting evidence through collection of product:

Teachers are expanding the ways students show or represent what they know by collecting various kinds of evidence to show what students can do: projects, assignments, oral presentations, journals, web pages, posters, collages, models, making a video, podcasts, blogs, tests, etc.

When students are asked to represent what they know only in writing, some students will be unable to do so because their strengths are in speaking, listening, representing and/or viewing. Their knowledge may become more apparent when asked to demonstrate the process in action or to give an oral presentation.
(Anne Davies and Sandra Herbst, 2015)

The products that you collect from your students may be entered in your Assignment/Achievement Folders in your Gradebook.

Finally, let’s take a look at collecting evidence through observation:

Observations are essential if classroom assessment and evaluation are to be reliable and valid. Observation is essential for triangulating the evidence of learning and is as valid as the collection of product.

Teachers might observe:

presentations, reading aloud, group or partner activities, following instructions, listening to others, discussions, planning and designing a web page, answering questions, reader’s theatre, role plays, storytelling, students working through the writing process, etc.

Essentially, anything you might observe your students doing or anything you ask them to do are valid classroom observations that you may use as evidence of learning.

(Anne Davies and Sandra Herbst, 2015)

You may record your evidence using a data collection sheet or another method and enter it in your Assessment Folder in your Gradebook.
Choose the link below to see a sample collection sheet:
ELA Competency Based Collection Sheet

Choose the link below to find more examples of data collection sheets available on the Prince Albert Catholic Schools Collection Tools Wiki:
Collection Tools Wiki

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