Assessment, Evaluation and Reporting for Secondary School Students Bonnie Brough and Jenny Perry Friday, May 19, 2006

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

Knowing Our Student Population 30% of students do not graduate after five years 33% of students go to university 19 % of students go to college 18% of students go directly to work 42% of students in applied programs get all of their 9/10 credits 29% of students in essential programs get 16 credits by age 16

Some of the Pieces gathering data and providing feedback for improvement of achievement process of judging quality of achievement against given standards and assigning a representative score to it communicating achievement ASSESSMENT EVALUATION REPORTING

Actual Research Proves... Checking progress, diagnosing problems and prescribing solutions for students are ESSENTIAL to student learning (Bloom 1981) Checking progress, diagnosing problems and prescribing solutions for students are ESSENTIAL to student learning (Bloom 1981) “You can’t nourish a baby by weighing it all the time.” “You can’t nourish a baby by weighing it all the time.” “You can’t grow a plant by checking the roots every day.” “You can’t grow a plant by checking the roots every day.”

How is A & E Changing? PRESENT Criterion-referenced grading Criterion-referenced grading Most consistent, more recent evidence Most consistent, more recent evidence Less marking, more feedback Less marking, more feedback Balance of teacher /self/peer assessment Balance of teacher /self/peer assessment Evaluating learning skills separately Evaluating learning skills separatelyPAST Norm-referenced grading Norm-referenced grading Averaging all marks together Averaging all marks together Marking everything Marking everything Teacher alone does “A & E” Teacher alone does “A & E” Learning skills included in % grade Learning skills included in % grade

PastPresent AssessEvaluateAssessEvaluate

To assist students in reaching their full potential we must design curriculum which seamlessly weaves together effective instruction, rich feedback, opportunities for practice and revision, and allows for risk taking. Garfield Gini-Newman

What’s the BIG Deal About Assessment? It’s a BIG deal because………….. Learning is an active process Learning is not linear Learners are multi-talented All students can think and solve problems There is a variety in learning styles, attention spans and intelligences

Possible Authentic Rich Tasks Create a brochure* Produce a diorama Write a movie review* Produce a news cast Create a collage* Produce a live reading/play Write a children’s story Create a board game* Write a poem/short story Make a poster

Four Elements of Student Engagement 1.Engagement through assessment 2.Engagement through inquiry 3.Engagement through instruction 4.Engagement through social and emotional security

Engagement Through Social/Emotional Security “No Matter how excited you are about adding positives to the environment, first work to eliminate the negatives. Excess stress and threat in the school environment may be the single greatest contributor to impaired academic learning.” Eric Jensen

More Ways to “Engage” Students…Integrating “Emotional Hooks” into Your Teaching Honour multiple intelligences Have students solve problems which relate to life outside the classroom Use film/music/props/tell stories/ go on a field trip Allow students to demonstrate their learning in ways that draw on their talents Make effective use of cooperative learning Encourage classroom talk to develop oral communication

Brain Research Attention/Motivation To maximize learning: Physical needs Novelty Challenge/Mystery Self-made (percieved) choice Success Links to prior learning

Guide to the Provincial Report Card Evaluation of learning skills must not be included in the determination of percentage grades, which reflect only the student’s achievement of the curriculum expectations Evaluation of learning skills must not be included in the determination of percentage grades, which reflect only the student’s achievement of the curriculum expectations (Report Card Guide, p. 5) (Report Card Guide, p. 5) Assessment and evaluation of learning skills is distinct from and should not influence the determination of percentage grades Assessment and evaluation of learning skills is distinct from and should not influence the determination of percentage grades (Report Card Guide, p. 10) (Report Card Guide, p. 10)

Ministry Policy Documents Ontario Secondary Schools Grades 9 to12 Ontario Secondary Schools Grades 9 to12 Program and Diploma Requirements Program and Diploma Requirements Program Planning and Assessment Booklet (PPA) Program Planning and Assessment Booklet (PPA) Assessment, Evaluation, and Reporting Assessment, Evaluation, and Reporting Guide to the Provincial Report Card Guide to the Provincial Report Card Learning Skills Learning Skills Reporting % grades Reporting % grades Subject Curriculum Documents Subject Curriculum Documents Curriculum Expectations Curriculum Expectations Achievement Charts Achievement Charts

Program Planning and Assessment The percentage grade represents the quality of the student’s overall achievement of the expectations and reflects the corresponding level of achievement as described in the achievement chart The percentage grade represents the quality of the student’s overall achievement of the expectations and reflects the corresponding level of achievement as described in the achievement chart 70% comes from evaluations throughout the course that should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. 70% comes from evaluations throughout the course that should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. 30% comes from summative evaluation(s) administered near the end of the course (PPA, p. 15) 30% comes from summative evaluation(s) administered near the end of the course (PPA, p. 15)

Teach the Expectations Evaluate the Performance (not all expectations are created equally)

Key Questions: What is...? Worth being familiar with Important to Know and Do “Enduring” Understanding

Achievement Chart Framework Knowledge/UnderstandingThinking/Inquiry Communication Application/Making Connections Four categories of knowledge and skill Four levels of achievement Level 3 – Provincial Standard Level 4 is not above grade level Some students may not be performing at Level 1 in all or some areas The chart addresses achievement, not non-achievement

Achievement Chart Categories % Level % Level % Level 3 Knowledge/ Understanding - Thinking/Inquiry - Communication - Application/ Making Connections % Level 4 Defines the categor y for this subject Identifies the level of achievement

Why the Achievement Chart Matters!! 1.Properly used, it provides the framework for planning assessments and curriculum 2.Planning assessments around the Achievement chart helps ensure clear targets and that teachers do not confuse targets with methods

Guide to the Provincial Report Card Evaluation of learning skills must not be included in the determination of percentage grades, which reflect only the student’s achievement of the curriculum expectations Evaluation of learning skills must not be included in the determination of percentage grades, which reflect only the student’s achievement of the curriculum expectations (Report Card Guide, p. 5) (Report Card Guide, p. 5) Assessment and evaluation of learning skills is distinct from and should not influence the determination of percentage grades Assessment and evaluation of learning skills is distinct from and should not influence the determination of percentage grades (Report Card Guide, p. 10) (Report Card Guide, p. 10)

Calculating the Final Report Card Mark 70% : based on evaluations conducted throughout course + 30%: end of year summative evaluations 100%: Final mark

“Students don’t necessarily remember all the things you teach them, but they remember how you made them feel.”