BCAMT-IMC 2010 FOUR PURPOSES OF ASSESSMENT Peter Liljedahl, SFU

BCAMT-IMC, 2010 FOUR PURPOSES OF ASSESSMENT Assessment provides students, parents, and teachers with valid information concerning student progress and their attainment of the curriculum. Evaluation, on the other hand, occurs when a mark is assigned after the completion of a task, test, quiz, lesson or learning activity.

BCAMT-IMC, 2010 FOUR PURPOSES OF ASSESSMENT Assessment provides students, parents, and teachers with valid information concerning student progress and their attainment of the curriculum. Evaluation, on the other hand, occurs when a mark is assigned after the completion of a task, test, quiz, lesson or learning activity.

BCAMT-IMC, COMMUNICATION – two purposes 1.chance for students to communicate their learning to the teacher 2.chance for teacher to communicate a student's attainment of learning goals

BCAMT-IMC, COMMUNICATION – hitting the target Students can hit any target that they can see. - Rick Stiggins

BCAMT-IMC, COMMUNICATION – navigation TWO PRINCIPLES OF NAVIGATION you need to know where you are going you need to know where you are now

BCAMT-IMC, COMMUNICATION – for and of learning TWO PRINCIPLES OF NAVIGATION you need to know where you are going –students need to know where they are going (for) you need to know where you are now –students need to know where they are now (of)

BCAMT-IMC, COMMUNICATION – learning goals Where are you going? prescribed learning outcomes processes habits of mind classroom culture classroom norms

BCAMT-IMC, COMMUNICATION – learning goals Where are you going? prescribed learning outcomes processes habits of mind classroom culture classroom norms learning goals TARGET

BCAMT-IMC, COMMUNICATION – setting the target Learning Goals – column addition and subtraction Be able to add 3 digit numbers without regrouping Be able to add 3 digit numbers with regrouping with the aid of a manipulative Be able to add 3 digit numbers with regrouping Use estimation to check the correctness of your answers Use effective group work skills when doing in-class activities − Attentive listening − Appropriate turn taking − Giving respectful feedback to peers...

BCAMT-IMC, COMMUNICATION – hitting the target Anna Therone IC #1 HW #1 HW #2 Quiz #1 Be able to add 3 digit numbers without regrouping Be able to add 3 digit numbers with regrouping with the aid of a manipulative Be able to add 3 digit numbers with regrouping n/a  Use estimation to check the correctness of your answers n/a 

BCAMT-IMC, COMMUNICATION – hitting the target Anna Therone (self assessment) IC #1 HW #1 HW #2 Quiz #1 Be able to add 3 digit numbers without regrouping Be able to add 3 digit numbers with regrouping with the aid of a manipulative Be able to add 3 digit numbers with regrouping n/a  Use estimation to check the correctness of your answers n/a 

BCAMT-IMC, COMMUNICATION – hitting the target TWO PRINCIPLES OF NAVIGATION you need to know where you are going –students need to know where they are going (for) you need to know where you are now –students need to know where they are now (of)

BCAMT-IMC, VALUEING – evaluating what we value Evaluation is a double edged sword. When we evaluate our students they evaluate us... for what we choose to evaluate shows what it is we value. - Peter Liljedahl

BCAMT-IMC, VALUEING – expansion of learning goals prescribed learning outcomes processes [C, CN, ME, PS, R, T, V] habits of mind classroom culture classroom norms learning goals TARGET

BCAMT-IMC, VALUEING – correspondence learning goals what is taught what is assessed

BCAMT-IMC, VALUEING – correspondence Anna Therone

BCAMT-IMC, VALUEING – correspondence Ty Pical

BCAMT-IMC, VALUEING – correspondence learning goals what is taught what is assessed

BCAMT-IMC, VALUEING – correspondence Students can hit any target that they can see and that holds still for them. - Rick Stiggins

BCAMT-IMC, REPORTING OUT – two purposes 1.Inform parents 2.Involve parents

BCAMT-IMC, REPORTING OUT – inform parents How is their child doing... vis-á-vis the learning goals are they hitting the target if not, in what ways are they missing it

BCAMT-IMC, REPORTING OUT – involving parents schoolparentsstudent ACTIVE PARTNERS IN LEARNING

BCAMT-IMC, REPORTING OUT – involving parents Can you answer the question – what does this student need to do better? such that: –it is true? –it is helpful? ACTIVE PARTNERS IN LEARNING

BCAMT-IMC, REPORTING OUT The current method for reporting out is woefully inadequate... but it is a floor, not a ceiling. - everyone

BCAMT-IMC, implicit -

BCAMT-IMC, NOT SORTING Sorting is implicit within: our society our actions our structures for reporting out our parents' expectations our students' expectations our expectations

BCAMT-IMC, NOT SORTING Sorting is implicit within: our society our actions our structures for reporting out our parents' expectations our students' expectations our expectations let go!

BCAMT-IMC, NOT SORTING - differentiation every student is in a different place (has different targets) differentiated instruction differentiated assessment

BCAMT-IMC, 2010

DOWNSTREAM CONSEQUENCES When is a goal achieved? –most recent, most consistent, or on a test? When does assessment stop? –when do you take away a target? –when does learning stop? What about assessment as a stick? –zeros?