1. Grade 3 Student Learning Assessments Year 2 Pilot Collaborative Assessment Session

2. Collaborative Assessment Will… Increase the likelihood that standards will be applied consistently to all student work Broaden the perspective of teachers regarding the range of student ability Foster a collegial approach to assessment Provide teachers with a “day” dedicated to completing a key task related to SLA administration

3. To ensure that a student’s SLA response is assessed in a fair and accurate manner, the assessor should: Be objective Use the performance task descriptors and exemplars to maintain provincial standards Collaborate with colleagues Successful Assessment Practices

4. Required Materials Literacy and Numeracy Student responses Copies of support documents – Exemplars of Student Responses – Performance Task Descriptors (rubric) Suggestion: Make copies of the rubric for each student response

5. Literacy Performance Task A. Training (30-45 minutes) 1.Review and highlight key words in Performance Task Descriptors (rubric) 2.Review and discuss Exemplars of Student Responses 3. Guidelines for Assessing a Student’s Response Read the response (Use the Training Paper) Use the rubric to determine the approximate level of the response (below adequate, adequate, or above adequate) Determine which Exemplars of Student Responses are most similar to the response (this ensures alignment with the provincial standard) Refine your assessment by determining which statements in the rubric most accurately describe the response. Use the Exemplars to help with this analysis. Organizational Tip: Make a copy of the rubric for each student response. Highlight the statements that describe the student’s response. This creates a visual “profile” of strengths and areas for improvement.

6. Literacy Performance Task (continued) 4. Double-Blind Assessment Select a partner Each partner assesses a separate student response (results are not communicated) Trade the student response you assessed with your partner’s assessed student response Independently assess the traded responses Compare results Discuss points of agreement and difference; resolve discrepancies B. Assess Your Students’ Responses (120 minutes) Using the Guidelines for Assessing a Student’s Response, assess your students’ responses Organizational Tip: There are a variety of ways your session can be organized that will enhance opportunities for collaboration. Different organizational formats are described on the slide following the Numeracy Performance Task Training information.

7. Numeracy Performance Task A. Training (30 minutes) 1.Review and highlight key words in Performance Task Descriptors (rubric) 2.Review and discuss Exemplars of Student Responses 3. Guidelines for Assessing a Student’s Response Read the response (Use the Training Paper) Use the rubric to determine the approximate level of Activities 1 and 2 (below adequate, adequate, or above adequate) Determine which Exemplars of Student Responses are most similar to the response (this ensures alignment with the provincial standard) Refine your assessment by deciding which statements in the rubric most accurately describe both responses. Note: If evidence is not present in both activities, assess the information that the student has provided and then make a comment that indicates what information is missing. Use the Exemplars to see examples of these types of comments. Organizational Tip: Make a copy of the rubric for each student response. Highlight the statements that describe the student’s response. This creates a visual “profile” of strengths and areas for improvement.

8. Numeracy Performance Task (continued) 4. Double-Blind Assessment Select a partner Each partner assesses a separate student response (results are not communicated) Trade the student response you assessed with your partner’s assessed student response Independently assess the traded responses Compare results Discuss points of agreement and difference; resolve discrepancies B. Assess Your Students’ Responses (120 minutes) Using the Guidelines for Assessing a Student’s Response, assess your students’ responses Organizational Tip: There are a variety of ways your session can be organized that will enhance opportunities for collaboration. Different organizational formats are described on the next slide.

9. Options for Organization 1. Response Exchange - Exchange your assessed responses with a partner; assess each other’s responses; discuss results; resolve discrepancies 2. Challenging Responses - Identify the student responses that are challenging to assess; work with a colleague to assess the responses together 3. Round Robin - Three to four teachers put all of their students’ responses together; each response is assessed and results are recorded and placed on the back of the response; after all the responses have been assessed by each teacher in the group, teachers gather their own papers, review the results and discuss/resolve any discrepancies with the other members of the group

10. Using Assessment Results SLA results are to be used to improve student learning. Teachers can use them to guide instruction; to inform students and parents about progress and learning; and to select appropriate resources. Administrators can use the results to support teachers and effective instructional practices.

11. Contact Information For more information on SLA collaborative marking sessions, contact the Alberta Regional Consortia: https://arpdc.ab.ca/index.php/en/

12. Contact Information For more information on SLAs, contact: Nicole Lamarre, Director, Student Learning Assessments Nicole.Lamarre@gov.ab.caNicole.Lamarre@gov.ab.ca Renate Taylor Majeau, SLA 3 Numeracy Team Leader Renate.TaylorMajeau@gov.ab.caRenate.TaylorMajeau@gov.ab.ca Peggy Lee Peters, SLA 3 French Literacy Team Leader PeggyLee.Peters@gov.ab.caPeggyLee.Peters@gov.ab.ca Deanna Wiens, SLA3 English Literacy Team Leader Deanna.Wiens@gov.ab.caDeanna.Wiens@gov.ab.ca