1. Teachers and the Teaching Profession Assessment & Evaluation Diversity in the Classroom 1. More House keeping/Burning Questions 2. Provincial & School District Governance District Trustee & Administration Roles 3. BC’s Ed Plan 4. Assessment & Evaluation 5. Small Group work (your “levels” for practicum) 6. Round table discussion on Diversity/Inclusion

2. Organization of Education in BC

5. Role of School Boards in BC 7 or 9 trustees 3 year terms 1. Local policy (school operation & student conduct) 2. Employment of Staff 3. Operating Budget 4. Hearing appeals from parents/students 5. Local courses 6. School plans and student achievement contracts 7. School Property/school closure 8. Annual District Literacy Plan 9. Early Learning Programs

6. Want to be an Administrator? Principal Responsibilities Principal Standards Administrator7 Tops Things Teachers Want From Their Principals Principal duties Human Resources Canada Roles & Responsibilities of Teacher & Teaching Assistants School Roles and Responsibilities

7. Typical School District Structure Superintendent Secretary-Treasurer Facilities Staff Assistant Superintendent(s) Directors Principals Vice-Principals Teachers/Coordinat ors Board of School Trustees

11. Five Key Elements of BC's Education Plan BC’s Education Plan is based on a simple principle: every learner will realize his or her full potential and contribute to the well-being of our province. To move our education system from good to great, the Plan has five key elements: Personalized learning for every student Personalized learning for every student Personalized learning for every student Personalized learning for every student Quality teaching and learning Quality teaching and learning Quality teaching and learning Quality teaching and learning Flexibility and choice Flexibility and choice Flexibility and choice Flexibility and choice High standards High standards High standards High standards

12. Assessment & Evaluation in B.C. Schools Meeting, Monitoring & Measuring Meeting, Monitoring & Measuring Standards, Exemplars and Tools Standards, Exemplars and Tools Diversity within our classrooms Diversity within our classrooms

16. Assessment is: Assessment Assessment of : a done deal for: a big deal (Caren Cameron)

17. 1. Purpose-there are different ones 2. Audience-these are different too 3. Form – can have different looks 4. Time – happen at different times 5. Role – our roles as givers take on very different looks 6. Practices- there are 6 of them in AfL (theses slides from Caren Cameron BCELC Webcast #3: Jan 16, 2008) Assessment is Information (…to sit beside) but the kind of assessment ( for / of) changes the…

18. “Assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement.” credit Black and Wiliam (1998)

19. 19 Stand and Retell 1. Meet with 2 or 3 people and stand in a circle 3. Others in the group listen and when the reteller is finished - they add additional ideas they recall 2. One person retells everything he/she recalls about AFL (what is it?) (why bother?)

20. 20 6 Big AFL PRACTICES 1. Intentions 2. Criteria 6. Ownership 3. Descriptive Feedback 4. Questions 5. Self and Peer Assessment credit Black and Wiliam

21. Assessment of Learning, for Learning, and as Learning Assessment Roles and Goals (Wilson, 1996) RoleGoal RoleGoal Teacher as mentorProvide feedback and support to each student Teacher as guideGather diagnostic information to lead the group through the work at hand Teacher as accountantMaintain records of student progress and achievement Teacher as reporterReport to parents, student and the school administration about student progress and achievement Teacher as program directorMake adjustments and revisions to instructional practices

22. Assessment of Learning, for Learning, and as Learning Features of Assessment of, for, and as Learning ApproachPurposeReference PointsKey Assessor ApproachPurposeReference PointsKey Assessor Assessment ofJudgments about:Other StudentsTeacher Learning ● placement ● promotion ● credentials Assessment forInformation forExternal standardsTeacher Learning ● teachers’ or expectations instructional decisions Assessment asSelf-monitoring andPersonal goals and Student Learning ● self-correction orexternal standards adjustments

23. 23 # 1. Learning Intention 9 Let students know (in a language they can understand) what they are expected to learn

24. SAMPLE FROM Grade 7 Science Kris Fujita - Chiefess School Name: Unit: BeforeAfterDestination Comments (student, teacher): Notice: “I can” Gave students a blank piece of paper and said, “Copy these out.”, and then went in notebook Coloured dots before starting Notice right side (end of unit) – matched up students for review, or noted reference on blackboard) “Bump up” Forces “greens” to be able to teach

25. So what’s in it for me (as a teacher?) 1.Intentions are much clearer 2.Keeps focus

26. Work with learners to develop criteria so they know what quality looks like #2. Criteria

27. Setting Criteria When students are involved in the development of the criteria, they are more likely: 1. To understand it 2. To have ownership (buy in) Don’t have to involve every time

28. Student need time to learn: Students need time for: Students need time for: 1. Set and use criteria 2. Self-assess 3. Receive and give descriptive feedback 4. Collect proof or evidence of learning 5. Set and reset goals 6. Seek support for their learning 7. Communicate their learning to others Start slowly! (Davies, Chapter 2, p 19)

29. 7 Increase the amount of descriptive feedback and decrease evaluative feedback #3. Feedback

30. 30 “ evaluative feedback contains a judgment such as ‘great job!’ and is often in symbols such as a number, %, grade - - descriptive feedback is specific, timely and is like a running commentary” credit Bellanca 23

31. Firming my understanding….again I’m marking this because: I’m marking this because: I need marks, because I have to give grades so this is… I need marks, because I have to give grades so this is… Or Or I’m marking this and giving your descriptive feedback because I want you to improve so this is…… I’m marking this and giving your descriptive feedback because I want you to improve so this is…… THINK: PURPOSE, PURPOSE, PURPOSE! THINK: PURPOSE, PURPOSE, PURPOSE! You can’t do both at the same time! You can’t do both at the same time!

32. Remember! Take what’s good for you Take what’s good for you A f L is the current “buzzword” in education A f L is the current “buzzword” in education

33. Evaluative Feedback Think “Ego” Goal is to measure student achievement with a score or a grade. Goal is to measure student achievement with a score or a grade. Feedback that is intended to summarize student achievement. Feedback that is intended to summarize student achievement. Does not give guidance on how to improve the learner’s reasoning. Does not give guidance on how to improve the learner’s reasoning. 73% 73%

34. Descriptive Feedback It’s about the Learning Goal is to improve student achievement by telling the learner what steps to take in order to move forward in the learning process. Goal is to improve student achievement by telling the learner what steps to take in order to move forward in the learning process. Feedback that is intended to tell the learner what needs to be improved. Feedback that is intended to tell the learner what needs to be improved. Gives specific guidance as to how to improve the learners’ reasoning. Gives specific guidance as to how to improve the learners’ reasoning. “You accurately found the number of students in 4th grade who said ice cream was their favorite. You now need to divide this number by the total number of students to get the percent who said ice cream was their favorite.”

35. Descriptive Feedback It’s important to talk about more successes than about areas needing improvement………. It’s important to talk about more successes than about areas needing improvement………. e.g. 2 stars and a wish e.g. 2 stars and a wish Simple Simple No prep No prep Do it really quickly Do it really quickly

37. Questioning It’s not just a strategy It’s not just a strategy It’s an approach to learning It’s an approach to learning Students need to feel comfortable in taking a risk Students need to feel comfortable in taking a risk Trust has been built in the classroom Trust has been built in the classroom A belief in the fact that your classroom is a community of learners A belief in the fact that your classroom is a community of learners

38. Why Teach Questioning? Research states that effective questioning strategies have a positive impact on overall student achievement. Research states that effective questioning strategies have a positive impact on overall student achievement. Knowing how to think to extend the mind beyond the obvious and develop creative solutions to problems should be the outcome of a good education. Knowing how to think to extend the mind beyond the obvious and develop creative solutions to problems should be the outcome of a good education. Our thinking skills affect how well we can receive and process new information. Our thinking skills affect how well we can receive and process new information. “To question well is to teach well” (Wilen, 1991) (From: The Art of Questioning - Creating Reflective, Thought-Full Learners. Lori Bryden Curriculum Consultant Catholic District School Board of Eastern Ontario August 2004) (From: The Art of Questioning - Creating Reflective, Thought-Full Learners. Lori Bryden Curriculum Consultant Catholic District School Board of Eastern Ontario August 2004)

40. Students giving themselves and peers information or feedback to help support learning. The feedback needs to be descriptive rather than evaluative. Peer and Self Assessment

41. Some Thoughts on Peer and Self Assessment 1. Talk with learners about the importance of receiving feedback from themselves and from their peers to support learning 2. Teach students to use words from the class criteria to offer descriptive feedback to peers and self 3. Make it very clear to learners that their role is to offer useful information rather than making judgments that rank and sort. 4. Establish a pattern for peer feedback such as identify 2 to 3 strengths before giving suggestion for improvement.

42. Self & Peer Assessment Self-assessment is essential to learning. It equips the student with the skills to answer effectively each of these questions. When teachers model and promote self- assessment, students develop increasing independence in: Self-assessment is essential to learning. It equips the student with the skills to answer effectively each of these questions. When teachers model and promote self- assessment, students develop increasing independence in: Understanding and developing learning goals and success criteria Understanding and developing learning goals and success criteria Assessing what they need to do to achieve the learning goals, and Assessing what they need to do to achieve the learning goals, and Ultimately taking ownership for their learning. Ultimately taking ownership for their learning. Source: Ontario Ministry of Education

43. Self & Peer Assessment Considerations: Considerations: To help students become effective self-assessors, teachers should: 1. Create a safe and positive learning environment. 2. Begin with peer assessment. Students are more likely to accept criticism from peers who speak the language they can readily understand and provide the objectivity needed for effective self-assessment. 3. Provide instruction on collaborative peer and self-assessment skills. 4. Model the use of assessment tools (e.g., checklists, rubrics) and strategies (e.g., portfolios, learning logs, journals, and conferences). Start with checklists, which are easier to construct and use, before moving on to rubrics Source: Ontario Ministry of Education

44. Self & Peer Assessment 4. Provide opportunities for students to practice peer and self- assessment in class, mentor and monitor their students’ assessment practices and provide timely feedback. 5. Focus students’ peer and self-assessments on the learning goals and success criteria. Guide students’ reflections on their work in relationship to the learning goals and criteria, provide descriptive feedback related to the goals and criteria, and have students work together to understand and act on the feedback. Source: Ontario Ministry of Education

45. Self & Peer Assessment 6. Engage students in development of success criteria by: Providing samples of good work to show what it looks like; Providing samples of good work to show what it looks like; Inviting students to co-construct success criteria; and Inviting students to co-construct success criteria; and Providing regular opportunities to pause, reflect, look for proof, connect to the criteria, and make improvements. Providing regular opportunities to pause, reflect, look for proof, connect to the criteria, and make improvements. Source: Ontario Ministry of Education

47. Ownership Ownership is strongly connected to motivation and engagement. One way students demonstrate ownership is when their show and talk about their own learning with others. Ownership is strongly connected to motivation and engagement. One way students demonstrate ownership is when their show and talk about their own learning with others.

48. Ownership 1. Give students clear information up from about what it is they are supposed to learn so they can take a lead role in monitoring their own learning. 2. Increase ownership by involving learners in the development of criteria 3. Teach students self assessment skills so they can take more responsibility for their learning. 4. Have students collect concrete examples of their own learning so they can see growth over time (portfolios) 5. Establish times and routines where all students show and talk about their work with their families and other adults.

50. Evidence of Learning Three general sources: Three general sources: 1. Observations of learning 2. Products students create 3. Conversations (discussing learning with students)

51. Evidence of Learning Collection from these sources over time creates patterns/trends Collection from these sources over time creates patterns/trends More reliable and more valid More reliable and more valid Triangulation Observation of Process Collect of Products Conversations

52. How Much Evidence is Enough? To be able to identify patterns and trends in learning To be able to identify patterns and trends in learning Full range of what needs to be learned Full range of what needs to be learned Show learning over time Show learning over time

53. Steps to the Classroom Assessment Process 1. Learning Destination: Teachers review the learning standards or outcomes of the course or grade leave. Then they group and summarize them (simple language Teachers review the learning standards or outcomes of the course or grade leave. Then they group and summarize them (simple language 2. Proof of Learning List all possible evidence of the learning destination List all possible evidence of the learning destination Consider all products, conversations, observations that could be proof of learning. Consider all products, conversations, observations that could be proof of learning. Consider all sources and list all evidence Consider all sources and list all evidence

54. Steps to the Classroom Assessment Process 3. Consider models or samples of what success looks like – collect those that are needed 4. Describe what it would look and sound like to achieve high levels of success. Definition that will define the terms used to communicate levels of success and help guide growth over time Definition that will define the terms used to communicate levels of success and help guide growth over time Source: Davies. Transforming Barriers

56. a sample DestinationEvidence of Learning/Proof Students will know what the learning targets are Solve problems using more than one strategy Justify answers and solution processes Articulate their thinking in writing Identify mathematical operations and strategies to solve problems Kids demonstrating of process of strategy (kids showing kids Problem-solving growth over time Journals Please notice … put on work Conversations Observations of hand-on activities Samples/ModelsAssessments & Evaluations Exemplars (why this is a good problem) Variety of problem-solving activities Shared work Class brainstormed criteria Communicates effectively. Connects ideas to self, to others, and to tasks Applies concepts, skills and strategies to solve problems Articulates clear understandings of concepts being studied Understands and applies mathematical concepts being studies Test and quiz scores – 80 – 100% Rubric scores – 3s and 4s on 4 point scale