Parent Involvement Committee EQAO Presentation January 15th, 2018 Adrian

The primary purpose of assessment and evaluation is to improve student learning. Kristin Assessment and evaluation is no longer seen simply as assignments, tests and quizzes used to label students with grades Large Scale assessment data, like those gathered through EQAO assessment are used for similar purposes.. to understand what student know and can do, adjust instruction, provide supports to teachers and schools and reflect on next steps but at the school and system level In the classroom, assessment is a process that educators and students engage in collaboratively to understand what student know and can do, adjust instruction, provide feedback and reflect on next steps Classroom assessment data is used primarily for decision making at school and in the classroom to respond to individual student needs These two data sets are best used jointly by educators and leaders to make specific and supportive decisions around the strategies that are used in classrooms and the supports that are offered to teachers and student

Comparable year-to-year data for accountability and understanding Reliable, objective, high quality data used for decision-making Snapshot data Standardized, curriculum aligned tasks Kristin Some accommodations, no differentiation

PURPOSE USE OF ASSESSMENT EQAO Classroom Assessment Assessment as Learning Setting Personal Goals After Peer and Self Assessment Reflecting on Own Learning EQAO Classroom Assessment Assessment for Learning Feedback for Students Adjusting Instruction Differentiate and Personalize Learning Assessment of Learning Summarizing Learning Communicate Achievement Mark to Assign Value to Quality of Demonstrated Learning Kristin Use of the data: Assessment as learning: is used by students to provide feedback to other students (peer assessment), monitor their own progress towards achieving their learning goals (self-assessment), make adjustments in their learning approaches, reflect on their learning, and set individual goals for learning. Assessment for learning: is used by teachers and students to determine what students already know and can do with respect to the knowledge and skills identified in the overall and specific expectations, so teachers can plan instruction and assessment that are differentiated and personalized and work with students to set appropriate learning goals. is used by teachers to monitor students’ progress towards achieving the overall and specific expectations, so that teachers can provide timely and specific descriptive feedback to students, scaffold next steps, and differentiate instruction and assessment in response to student needs. Assessment of learning: is used by the teacher to summarize learning at a given point in time. This summary is used to make judgements about the quality of student learning on the basis of established criteria, to assign a value to represent that quality, and to support the communication of information about achievement to students themselves, parents, teachers, and others. Teachers use a variety of tools and modalities to collect this evidence using authentic and student centred strategies that are focused on personalizing learning These might be student-teacher conversations, observations of labs, performances, debates, written work, media projects, digital evidence, all aligned to learning goals and criteria.

The Primary and Junior Division Assesses... Reading Understanding explicitly (directly) stated information and ideas Understanding implicitly (indirectly) stated information and ideas Responding to reading by making connections, interpreting information and evaluating texts Writing Developing a main idea with sufficient supporting details Organizing information and ideas in a coherent manner Using language conventions (grammar, vocabulary, spelling, punctuation) Mathematics Key aspects of: Number sense and Numeration Measurement Geometry and Spatial Sense Patterning and Algebra Data Management and Probability Mary/MariaLuisa Mathematics: Mathematics is the basis for thinking, communicating, and learning Achievement in mathematics goes beyond knowing mathematical facts and procedures; it also means being able to reason mathematically and to have the ability to interpret and solve mathematical problems The focus is on identifying and understanding the role that mathematics plays in the world to make informed decisions In Ontario, mathematics spans several content strands The mathematical process expectations are integrated into all the strands (problem solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, communicating) Focus of the slide: What is assessed? The purpose of the Assessment of Reading, Writing and Mathematics, Primary Division (Grades 1–3) is to assess the level at which students are meeting curriculum expectations in reading, writing and mathematics at the end of the primary division (up to the end of Grade 3).

Planning for Meaningful Learning Reading Explicit Understanding directly stated information and ideas (RIGHT THERE) Implicit Understanding indirectly stated information and ideas (THINK and SEARCH) Using evidence (clues) from the text and background knowledge/ personal experience to support thinking Making Connections Extending understanding by making connections between information and ideas in a reading selection and personal knowledge/experience Responding to and evaluating texts by drawing conclusions and/or making judgments (ON MY OWN) Writing Topic Development Generating ideas about a potential topic and identifying the ideas that are most appropriate for the purpose and audience Identifying, sorting, and ordering main ideas and supporting details, using several different strategies and organizational patterns suited to the content and purpose for writing Conventions Building vocabulary by confirming word meaning(s) and reviewing word choice Using knowledge of spelling rules and patterns Using punctuation and grammar correctly to communicate their intended meaning Mary/MariaLuisa Key Focus of the Slide: Various Components

The Primary and Junior Division Assessment Reading Grade 3 Grade 6 Explicit 4 questions 6 questions Implicit 16 questions 18 questions Making Connections 12 questions Writing Grade 3 Grade 6 Topic Development 7 questions 9 questions Conventions 5 questions Mary/MariaLuisa Key Focus of the Slide: Various Components -when will take the data to from these questions to

Planning for Meaningful Learning Mathematics Knowledge and Understanding Students demonstrate: specific subject knowledge (knowledge of concepts and skills within each strand) the comprehension of its meaning and significance (understanding) Application Students use their knowledge and skills to make connections within and between various contexts Thinking Students: Demonstrate a critical thinking process Select a variety of tools and strategies to solve a problem Mary The EQAO Assessment allows students to demonstrate that they can: Understand concepts, apply procedures, apply strategies and tools to solve problems, use thinking tools to represent their mathematical thinking, analyze the mathematical thinking of others, connect mathematical ideas Attributes of Mathematical Thinking: Looking for patterns and making generalizations; making connections (past and previous learning) and recognize relationships between various representations; identify and incorporate appropriate mathematical knowledge and skills needed to solve a problem; see mathematics as a connected ‘whole’; make sense of the mathematics (conceptual understanding); reason with evidence (i.e. Justify); explain, interpret, and draw conclusions; reflect

The Primary and Junior Division Assessment Mathematics Grade 3 Grade 6 Knowledge and Understanding 12 questions 8 questions Application 16 questions Thinking Mary Key Focus of the Slide: Various Components

Assessment Data is Gathered From the assessments, grounded in curriculum Data is Analysed What is important? What gaps are shown? Who are we targeting? Data is used to Informs board improvement plan Informs school goals and theories of action Provision of supports and professional learning Teacher practice Example Primary Assessment Implicit reading skills Students choose appropriate evidence from text to supporting thinking We noticed that the majority of students are not achieving level three in this specific skill. Plan for Student Success: includes a literacy goal focus implicit reading skills School: Theory action focused on Implicit reading skills Educators invest in PL to increase their capacity around teaching implicit reading, Teacher uses strategies like coding the text. Kristen

The Grade 9 Assessment of Mathematics 9 Applied Key aspects of: Number Sense and Algebra Linear Relations Measurement and Geometry 9 Academic Key aspects of: Number Sense and Algebra Linear Relations Analytic Geometry Measurement and Geometry Mary Focus of the slide: What is assessed? The purpose of the Assessment of Reading, Writing and Mathematics, Primary Division (Grades 1–3) is to assess the level at which students are meeting curriculum expectations in reading, writing and mathematics at the end of the primary division (up to the end of Grade 3).

Grade 9 Assessment of Mathematics 9 Applied 10 Applied Knowledge and Understanding 8 questions Application 13 questions Thinking 10 questions Mary Key Focus of the Slide: Various Components

Ontario Secondary School Literacy Test Eligible students working towards their graduation diploma are required to write the OSSLT at least once If the test is not successfully completed, students may either opt to write the test a second time or enroll in the Ontario Secondary School Literacy Course (OSSLC) MariaLuisa Focus of the slide: What is assessed? The purpose of the Assessment of Reading, Writing and Mathematics, Primary Division (Grades 1–3) is to assess the level at which students are meeting curriculum expectations in reading, writing and mathematics at the end of the primary division (up to the end of Grade 3).

Ontario Secondary School Literacy Test Reading Grade 10 Explicit 7 questions Implicit 20 questions Making Connections 8 questions Writing Grade 10 Topic Development 8 questions Conventions MariaLuisa Key Focus of the Slide: Various Components

The use of data EQAO and classroom assessment data are used collaboratively to understand our students and make thoughtful, purposeful decisions at the system and school level to continue supporting student learning and wellbeing. EQAO and classroom assessment data are used collaboratively to plan, offer and reflect on to professional learning that is provided to Peel educators. Kristin