ASSESSMENT, EVALUATION, AND REPORTING IN ONTARIO SCHOOLS GRADES 1-12 Growing Success ASSESSMENT, EVALUATION, AND REPORTING IN ONTARIO SCHOOLS GRADES 1-12 -some significant changes in how we assess and evaluate – good opportunity to immerse ourselves into it -David and I to workshop in June -Parking Lot – please use -may not have all answers but will consolidate questions in order to update you -still awaiting some policies from the board which will clarify -label your book with name -use sticky notes and make notes inside of discussion points and questions -check for sticker inside back corner

Our Goals To understand the purpose behind this new document To develop school wide and common assessment criteria for the new Learning Skills To examine the new Progress Report and Report Card To establish timelines for the 2010-2011 school year To reflect on assessment practises To develop a common understanding of guidelines in the document and to discuss board policies Q and A -explore and become familiar with the components -agenda

Scavenger Hunt Search the document for answers to the following questions: Name 2 of the Fundamental Principles behind this document. What are the 6 new Learning Skill Categories? Define CRITERION REFERENCED ASSESSMENT as described in Chapter 3. 65% is equivalent to what Achievement Level on a Grade 7 Report Card? The Elementary Progress Report must be sent home during which dates? See handout See page handout Evaluation and assessment with reference to established criteria (rubrics, checkbriks, exemplars) Level 2 5. October 20 and November 20

To Get Things Rolling..... Search the document for answers to the following questions: Name 2 of the Fundamental Principles behind this document. Page 6 What are the 6 new Learning Skill Categories? Page 11 Define CRITERION REFERENCED ASSESSMENT as described in Chapter 3. Page 19 57% is equivalent to what Achievement Level on a Grade 7 Report Card? Page 40 The Elementary Progress Report must be sent home during which dates? Page 53 Only if needed

Purpose of the Document 1. To update, clarify, coordinate and consolidate the various aspects of the assessment policy in Ontario -consulted with many of the steak holders in education – business – researchers -over 10 years ago – interpretation is wide -changes apply province and across grades and panels 2. To ensure that Assessment Policy is consistent and well aligned across panels and across school boards

7 Fundamental Principles Page 6 - 8 In your small group, using the template: Paraphrase your Principle in 3-6 words Brainstorm examples and indicators of the described practise Be prepared to share with large group -lay the foundations for good teaching practises -get the juices flowing and promote dialogue around good assessment -based on table numbers -draw attention to Chapter 1 in the Document -divide into 7 groups – random mix -provide template for small group completion (large paper) -give each group one principal to paraphrase and provide real life examples and indicators of the principal

7 Fundamental Principles Page 6 - 8 Using the template provided: Paraphrase your Principle Brainstorm examples and indicators of this Principle

Learning Skills Page 10 -13 “Clearly, there is broad agreement among educators from various constituencies that learning skills and work habits like those described here for Grades 1 to 12 contribute substantially to student success. It is expected that teachers will work with students and their parents to ensure that they understand these learning skills and work habits and their importance. Students benefit when teachers discuss and model these skills, and when teachers and parents work with students to help them develop these skills. Students also benefit when teachers work with them to explain how these skills will be assessed and evaluated.” Page 13 – Growing Success -lots of research cited -this is a big shift in how we assess/evelauate/report -we need to make a more concerted effort to teach our learning skills and embed them into our programs -like in outher subjects, we need to have hard data to substantiate our Learning Skills judgement -they need to be criteria based -we will spend time with our grade partners, brainstorming how we will communicate, teach and assess the LS -we will create anchor charts to be used in each grade -we will discuss how to begin rolling out this process in the first days of school

Learning Skills Page 10-13 Old Learning Skills New learning skills Independent Work Initiative Homework Completion Use of Information Conflict Resolution Cooperation with Others Participation Problem Solving Goal Setting Responsibility Organization Independent Work Collaboration Initiative Self Regulation -open books and have a look at descriptors

Brainstorm With Your Grade Partners Create Anchor Statements Define Teaching Strategies Define Methods of Assessment -review front of activity -reflection and discussion after 45 minutes

Templates Page 98 – Grade 1 – 6 Progress Report Page 102 – Grade 1 – 6 Report Card Page 114 – Grade 7-8 Report Card With a partner, take 10 minutes to examine the new templates and compare them to the existing Report Cards – find differences and similarities -one reflection per group

Highlights By Subject/Strands: Guidelines (page 57 – 59) Math -4 of 5 strands each term -each strand at least once each year Language -all 4 strands each term French Science -indicate reported strands-3 of Arts -3 of 4 strands each term Social Studies -same as scheince History/Geography Health and Phys. Ed. -health and phys ed each term

Timelines November 12 – PROGRESS REPORT February 18 – REPORT CARD 1 June 28 – REPORT CARD 2 Meet the Teacher Night – Sept. 22

FOR Learning AS Learning and OF Learning ASSESSMENT Page 27 - 46 -comparision to diag/form/summ -worth the read -synopsis

Essential Components of Assessment FOR Learning and AS Learning Rooted in Specific Curriculum Expectations Balance of 4 Categories of Achievement Planned seamlessly with Instruction Common understanding of success criteria and learning goals (parent/student/teacher|) Used to monitor student progress and to determine next steps Includes timely and descriptive feedback Includes peer and self evaluation

Essential |Components of Assessment OF Learning Evaluation of student achievement, often at the end of a learning period Based on Overall Curriculum Expectations Collected from OBSEVATIONS, CONVERSATIONS, and STUDENT PRODUCT Determined only by the teacher Carried out under teacher supervision

MATCH AND SORT ACTIVITY Refer to Chart on Page 31

Guidelines and Definitions In your small group, provide a brief description and understanding of your topic: Late and Missed Assignment Guidelines – p. 43-46 The meaning and use of ‘R’ and ‘I’ on an assignment – p. 41-43 Self Assessment/Peer Assessment and Individual Goal Setting – p. 35 Reporting Schedules – p. 53 Accommodations/Modifications/Alternative Programs – p. 72-73 Teacher/Student/Parent Comments of Report Cards – p. 63-66 Performance Standards – p. 16-19

QUESTIONS COMMENTS NEXT STEPS IDEAS PARKING LOT DISCUSSIONS