Adapted from Growing Success (Ontario Schools) by K. Gibson Effective Assessment Adapted from Growing Success (Ontario Schools) by K. Gibson

Assessment for Learning and as Learning Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”.

Coaching is the greatest example of formative assessment in action. Coaching is great example of assessment “for” and “as” learning. A coach provides instant feedback as students try things. There is never evaluation during this time- just feedback. Another great example is a driving instructor; there is never a judgment- just feedback. In many of these coaching cases (figure skating, diving, gymnastics, ski aerials) a different person does the evaluation (Penn DOT license instructor, judges etc). This makes our job difficult because we must do both, but we tend to get caught up the judging part and forget the value in the coaching part or formative assessment.

Assessment for Learning and as Learning As essential steps in assessment for learning and as learning, teachers need to: plan assessment concurrently and integrate it seamlessly with instruction; share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses; gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools; use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals; ...cont’d Students may not know when they are being assessed (assessment and instruction are seamless) Learning goals and success criteria (small group discussion and share) Do they use success criteria with their students? How does it work? Share ways they assess seamlessly. Assessment to guide next lessons

Assessment for Learning and as Learning analyse and interpret evidence of learning; give and receive specific and timely descriptive feedback about student learning; help students to develop skills of peer and self-assessment.

Implementing Assessment for Learning in our Classroom Implementing Assessment for Learning in our Classroom ?? Questions to ask yourself ?? Do I routinely share learning goals with my students so they know where we are heading? Do I routinely communicate to students the standards they are aiming for before they begin work on a task? Do I routinely have students self-and peer assess their work in ways that improve their learning? Do I routinely provide individual feedback to students that informs them how to improve? Do I routinely provide opportunities for students to make use of this feedback to improve specific pieces of work? Damian Cooper Talk About Assessment 2007 This slide is from Damian Cooper’s book – Talk About Assessment- page 46

Evaluation The primary purpose of assessment and evaluation is to improve student learning. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout the grade/course, often at the end of a period of learning. Evaluation focuses on students’ achievement of the overall expectations. last bullet!!!!!!!!!!!!!!!!!!!!!!!!!! Share evaluation strategies that are unique. Discuss ways to provide choice in tasks (offering several different choices to best fit Multiple Intelligences)

Evaluation Determining a report card grade will involve teachers’ professional judgment and interpretation of evidence and should reflect the student’s most consistent level of achievement, with special consideration given to more recent evidence. The evaluation of student learning is the responsibility of the teacher and must not include the judgment of the student or the student’s peers. Self and peer assessment although good, is not to be included in the evaluation Professional judgment (the benefit of student samples and rubrics to inform parents). Markbook does not have professional judgment

Evaluation Evidence of student achievement for evaluation is collected over time from observations, conversations, and student products. Student products may be in the form of tests or exams and/or assignments for evaluation. Assignments for evaluation may include rich performance tasks, demonstrations, projects, and/or essays. Assignments for evaluation must not include ongoing homework that students do in order to consolidate their knowledge and skills or to prepare for the next class. “Collected over time” – evidence does not haveto be solely be from culminating tasks/tests A variety of assessment and evaluation strategies is needed (group talk then share)

Evaluation Assignments for evaluation may involve group projects as long as each student’s work within the group project is evaluated independently and assigned an individual mark, as opposed to a common group mark. To ensure equity for all students, assignments for evaluation and tests or exams are to be completed, whenever possible, under the supervision of a teacher. No more group marks Projects that are done at home can’t count on the report card

Evaluation To determine a student’s report card grade, teachers will consider: all evidence collected through observations, conversations, and student products the evidence for all the progress checks, bench mark assessments and other assignments for evaluation that the student has completed or submitted

Reporting Student Achievement In Writing Report Card Comments… Teachers should focus on what students have learned, describe significant strengths, and identify next steps for improvement. Teachers should strive to use language that parents will understand and should avoid language that simply repeats the wordings of the curriculum expectations. The comments should describe in overall terms what students know and can do and should provide parents with personalized, clear, precise, and meaningful feedback. Teachers should also strive to help parents understand how they can support their children at home. It is important that teachers have the opportunity to compose and use personalized comments on report cards as an alternative to selecting from a prepared set of standard comments. It is expected that principals will support best practice and encourage teachers to generate their own comments. Comments should be parent friendly, and not simply repeat the wording of the curriculum.

Reporting Student Achievement Continuous Communication In addition to Progress Reports, communication with parents and students about student achievement should be continuous throughout the year, by means such as parent-teacher or parent-student-teacher conferences, portfolios of student work, student-led conferences, interviews, phone calls, checklists, and informal reports. Communication about student achievement should be designed to provide detailed information that will encourage students to set goals for learning, help teachers to establish plans for teaching, and assist parents in supporting learning at home. The report card is only one thing that we do in our communication with parents. Communication with parents needs to be continuous.

Three Questions to Ask About Report Card Comments. 1) Is the purpose of this communication clear? 2) Is the communication appropriate for the intended audience? 3) Does the communication include a clear message?

Report Card Comments not to use “Works well when under constant supervision and cornered like a rat in a trap.” “Got a full 6-pack, but lacks the plastic thing to hold it together.” “He doesn't have ulcers, but he's a carrier.” “I would like to go hunting with him sometime.” A little bit of levity here feel free not to use but it might be nice to end with a smile! Apparently these were comments that were found on actual report cards.