Principles of Assessment

Slides:



Advertisements
Similar presentations
Performance Assessment
Advertisements

School Based Assessment and Reporting Unit Curriculum Directorate
The Teacher Work Sample
Overview for Parents and Guardians Fall 2010
Growing Success Overview
Assessing Learning in the Gifted Classroom
(IN)FORMATIVE ASSESSMENT August Are You… ASSESSMENT SAVVY? Skilled in gathering accurate information about students learning? Using it effectively.
Consistency of Assessment
Assessment Strategies Visual Tools EDUC 4454 P/J Methods.
Grade 12 Subject Specific Ministry Training Sessions
Using the T-9 Net This resource describes how schools use the T-9 Net to monitor the literacy and numeracy skills of students in Transition, Year 1 and.
ASSESSMENT& EVALUATION Assessment is an integral part of teaching. Observation is your key assessment tool in the primary and junior grades.
Growing Success-Making Connections
KARORI NORMAL SCHOOL We encourage our children to be the best they can be “Tino pai ake” Parent Information Meeting Tuesday 26 November 2014 Reporting.
INTRODUCTION TO THE MINISTRY OF EDUCATION’s ACHIEVEMENT CHART Bedford Park PS September 2013.
Science & Technology Grades Spring 2007
The Planning and Assessment Cycle
Combined Grades Making Them Work Fall 2007 Building Classes of Combined Grades “In successful schools, classrooms are organized to meet the learning.
ASSESSMENT and EVALUATION FOR IMPROVED STUDENT LEARNING:
Adapted from Growing Success (Ontario Schools) by K. Gibson
1 DEVELOPING ASSESSMENT TOOLS FOR ESL Liz Davidson & Nadia Casarotto CMM General Studies and Further Education.
Overall Teacher Judgements and
Interstate New Teacher Assessment and Support Consortium (INTASC)
ASSESSMENT & EVALUATION. Lesson Plan Assignment You DO NOT have to present it, just submit a hard copy (no title page required) Assume the reader (e.g.
Wisconsin Extended Grade Band Standards
ASSESSMENT & EVALUATION
ASSESSMENT OF STUDENT LEARNING Manal bait Gharim.
Curriculum and Learning Omaha Public Schools
GTEP Resource Manual Training 2 The Education Trust Study (1998) Katie Haycock “However important demographic variables may appear in their association.
+ Assessment. + Assessment For, As, Of Learning (Complete Chart below) Assessment Mode: Written, Oral, Performance (Write, Say, Do) Assessment Strategy.
Individual Education Plan Overview Presented By: Pamela Cameron Fall 2014.
EDU 385 Education Assessment in the Classroom
Assessment and Reporting in the Middle Years Div. LOGO Prairie Rose School Division 2009.
Lecture 7. The Questions: What is the role of alternative assessment in language learning? What are the Reasons.
FEBRUARY KNOWLEDGE BUILDING  Time for Learning – design schedules and practices that ensure engagement in meaningful learning  Focused Instruction.
EDU 385 CLASSROOM ASSESSMENT Week 1 Introduction and Syllabus.
Expeditionary Learning Queens Middle School Meeting May 29,2013 Presenters: Maryanne Campagna & Antoinette DiPietro 1.
Supports K–12 School Effectiveness Framework: A Support for School Improvement and Student Success (2010). The integrated process of assessment and instruction.
Understanding Teachers Standards. Objectives of the session To develop an understanding of the teachers standards To start thinking about the relevant.
Fourth session of the NEPBE II in cycle Dirección de Educación Secundaria February 25th, 2013 Assessment Instruments.
Workshops to support the implementation of the new languages syllabuses in Years 7-10.
Evelyn Wassel, Ed.D. Summer  Skilled in gathering accurate information about students learning?  Using it effectively to promote further learning?
Creating an Assessment Plan
Communication Skills: Connecting Personally Sheridan Institute of Technology and Advanced Learning Wednesday, April 27, 2005 Michael Kunka, TCDSB Literacy.
Summative vs. Formative Assessment. What Is Formative Assessment? Formative assessment is a systematic process to continuously gather evidence about learning.
Assessment Design. Four Professional Learning Modules 1.Unpacking the AC achievement standards 2.Validity and reliability of assessments 3. Confirming.
Tier III Implementation. Define the Problem  In general - Identify initial concern General description of problem Prioritize and select target behavior.
What Are the Characteristics of an Effective Portfolio? By Jay Barrett.
Alternative Assessment Chapter 8 David Goh. Factors Increasing Awareness and Development of Alternative Assessment Educational reform movement Goals 2000,
The Individual Education Plan (IEP) Toronto District School Board January 20, 2015.
The Achievement Chart Mathematics Grades Note to Presenter:
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie October – octobre 2007 The School Effectiveness Framework A Collegial.
ASSESSMENT FOR LEARNING DIAGNOSTIC ASSESSMENT - SONIYA JAYARAMAN.
GROWING SUCCESS Assessment, Evaluation, and Reporting in Ontario Schools First Edition Covering Grades 1-12.
PBL Instructional Design. PBL Instructional Design Name: Name of PBL: Grade Level: Content Area:
AssessmentAssessment. Assessment What are some of the components of assessment.
KARORI NORMAL SCHOOL We encourage our children to be the best they can be “Tino pai ake” 2016 Reporting Cycles Information.
ASSESSMENT and EVALUATION (seeing through the jargon and figuring out how to use the tools)
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie October – octobre 2007 The School Effectiveness Framework A Collegial.
Creative Curriculum and GOLD Assessment: Early Childhood Competency Based Evaluation System By Carol Bottom.
Chapter 6 Assessing Science Learning Updated Spring 2012 – D. Fulton.
Unit Planning EDUC 4454 P/J Methods. The Four Essential Questions  What shall we teach?  How shall we teach?  How can we organize it?  How can we.
Teaching and Learning Cycle and Differentiated Instruction A Perfect Fit Rigor Relevance Quality Learning Environment Differentiation.
What Growing Success Means to Secondary. Agenda Overview of the policy document Fundamental Principles Assessment Learning Skills & Work Habits Evaluation.
Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Quality Comprehensive Improvement System Key School Performance Standards.
Curriculum Forum Secondary Tuesday 6 June 2017
Thinking about assessment…
Assessment & Evaluation & Reporting Improving Student Learning
Unit 7: Instructional Communication and Technology
Presentation transcript:

Principles of Assessment EDUC 4454 P/J Methods

The primary purpose of assessment and evaluation is to improve student learning.

We do this by: Identifying student strengths & learning needs Providing data for instructional decisions Monitoring student progress & performance Monitoring program effectiveness; and Connecting all areas later for evaluation & reporting purposes

If assessment does not result in improved teaching, then its value in school diminishes greatly. Assessment allows us to see the results of our teaching and allows us to make valid judgements about students. I. Fountas &G.S. Pinnell Guided Reading; Good First Teaching for All p. 73 The connection between assessment & instruction is critical Developing a plan is necessary to ensure data is timely, reliable & helpful in informing practice Our goal as we assess students is to: - find out what they can do - support their next steps - move them forward to more complex understanding

Four Phases of Assessment Assessment is a cyclical process that begins with the end in mind! At the centre of the process is the student as a reminder that the purpose of planning is improved student learning.

Phase 1: Unpacking the Curriculum Teacher Child What are my students expected to learn and be able to do? What will I be learning? This foundational knowledge gives us the background to determine what type of assessment information we will need to gather in order to monitor student learning & adapt instruction.

Phase 2:Gathering the Evidence Teacher Child How will I know my students are learning? How will I know what I am learning? This phase focuses on the purposeful and planned collection of evidence of student learning using a range of assessment tools and strategies. See p. 12.7 of a Guide to Effective Instruction in Reading: K-3, 2003 for a graphic of various tools and strategies.

Phase 3:Teaching for Learning Teacher Student How will I help my students learn and respond if they are not learning? How will I learn and what help will I need? Phase focuses on how we are using the data to support student learning. Data is analyzed to make decisions regarding instructional resources to use, instructional groupings and both long and short term learning goals fro students. This drives your programming.

Phase 4:On-going Assessment, Evaluation & Reporting Teacher Child How will I determine the level of my student's learning and report on it? How will I know how well I did? Phase reminds us that this is an on-going process that must be planned for in order to continually monitor student learning & adjust instruction. We must use professional judgement to evaluate achievement in relationship to particular internal/external criteria. The final piece in this phase is reporting.

Reporting Reporting is the opportunity for us to document a student’s achievement to that point in time, in relationship to the specific learning covered during the reporting period. The report card allows the teacher to describe the highest, most consistent, most recent demonstrations of student learning.

Principles of Assessment Given all the abovehe principles of assessment have been established to ensure that assessment and evaluation are valid and reliable and lead to an improvement in student learning.

Principle #1 Assessment and evaluation strategies should address both what students learn and how well they learn.

Content Standards Curriculum Expectations What students learn Subject and grade specific Promote consistency across the province Performance Standards Achievement Charts How well students learn High standards for all students Promote consistency across the province

Principle # 2 Assessment and evaluation strategies should be appropriate for the learning activities used, the purpose of instruction and the needs and experiences of students.

Classroom Assessments Closely tied to expectations Closely tied to learning activities Consider students’ prior learning Consider students’ needs Reflect students’ backgrounds

Principle #3 Assessment and evaluation strategies should be communicated clearly to students and parents at the beginning and throughout the year.

Communication Report Cards Informal reports Individual Education Plan (IEP) Teacher/student conferences Teacher/parent conferences Teacher/parent/student conferences

Principle #4 Assessment and evaluation strategies should be fair to all students.

Achieving Fairness Provide choice within the assessment (e.g., topic to research) Provide choice in the mode of response (e.g., oral report instead of a written report) Negotiate time lines Make purposes and expectations clear

Principle #5 Assessment and evaluation strategies should be varied in nature, administered over a period of time and designed to provide opportunities for students to demonstrate the full range of their learning.

Numerous and Varied Opportunities to Demonstrate Achievement Projects Quizzes Exams Interviews Written Reports Oral Reports Observations Oral Questioning Portfolios Multi-media Presentations Performance Tasks Assignments

Assessment Strategies Quiz Test Question Essay Class Discussion Conference Poem Dramatic Presentation Science Experiment Research Paper Arts Performance See the Ontario Curriculum Unit Planner for more strategies.

Assessment Tools Check Lists Marking Schemes Rubrics Portfolios

Assessment Methods Paper and Pencil Performance Tasks Personal Communication

Principle #6 Assessment and evaluation strategies must be based both on the categories of knowledge and skills and on the achievement level descriptions for each discipline.

Categories of Knowledge and Skills Knowledge/Understanding Thinking/Inquiry/Problem Solving Communication Application

Achievement Charts: Performance Standards broad in scope and general in nature describe performance for four levels of achievement for all the categories of knowledge and skills provide a common reference for teachers as they design assessments and evaluate students’ work used to provide criteria and feedback to students and parents

Achievement Levels Level Definition Letter Grade Percentage Mark 4 Student has demonstrated A+ 90-100 the required knowledge & A 85-89 skills. Achievement exceeds A- 80-84 Provincial standard. 3 Student has demonstrated B+ 77-79 required knowledge & skills B 73-76 Achievement meets Provincial B- 70-72 Standard.

Achievement Levels Level Definition Letter Grade Percentage Mark 2 Student has demonstrated C+ 67-69 some of the required C 63-66 Knowledge & skills. C- 60-62 Achievement approaches Provincial standard. 1 Student has demonstrated B+ 77-79 required knowledge & skills B 73-76 in limited ways. Achievement B- 70-72 falls much below Provincial Standard. R Student has not demonstrated R Below 50 required knowledge & skills. Extensive remediation is required.

Level 3: Provincial Standard Teachers and parents can be confident that students who are achieving at Level 3 are well prepared for work in the next grade.

Resources Exemplars: Writing Reading Mathematics Social Studies Science and Technology Visual Arts Health and Physical Education

Exemplars Based on performance task Linked to the curriculum expectations Standard process for administering the task Rubric (based on Achievement Chart) Examples of student work for four levels Teachers’ notes and comments

Performance Tasks Present engaging “real world”, meaningful, substantive issues or problems. Are directly related to curriculum expectations. Focus on what students can do and how they apply and extend their knowledge. Emphasize the processes students use, rather than only focus on the “right” answer. Present students with complex, loosely structured problems that allow for a wide range of products.

Principle #7 Assessment and evaluation strategies should include the use of samples of students’ work that provide evidence of their achievement.

Samples of Student Work show progress through the year can be compared to ministry exemplars for evaluation can be used when conferencing with students can be used when communicating with parents can be placed in a portfolio

Principle #8 Assessment and evaluation strategies should ensure that each student is given clear directions for improvement.

Directions for Improvement Achievement Charts Four categories of knowledge and skills Exemplars and Task Specific Rubrics Report Cards Strengths, weaknesses, next steps

Principle #9 Assessment and evaluation strategies must promote students’ ability to assess their own learning and to set specific goals.

Self-Assessment and Goal Setting Report Card – Response Form Daily activities and journals Agendas Portfolios Teacher-parent-student conferences Student-led conferences

Principle #10 Assessment and evaluation strategies should accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Education Plans (IEP).

Principle #11 Assessment and evaluation strategies should accommodate the needs of students who are learning the language of instruction.

Assessment Accommodations Additional time Oral test instead of written test Simplify tasks and/or materials Specialized equipment Assistance of professional or paraprofessional staff