1. ASSESSMENT and EVALUATION FOR IMPROVED STUDENT LEARNING:
Integrating Assessment and Instruction
Gr Arts, Fall 2009

2. Key Question What does good assessment and evaluation “look like”?
For
Learning
Key Question
What does good assessment and evaluation “look like”?
An open-ended key question to think about our a and e practices.

3. Core Practices We are learning to:
Assessment
For
Learning
We are learning to:
Plan assessment that is clearly linked with instruction;
Identify and explain the four core practices of assessment for learning;
Incorporate the practices in lesson and unit planning
Write learning goals and identify success criteria

4. Assessment and Evaluation
Activity
Assessment
For
Learning
SIMULATION
Assessment and Evaluation

5. Rethinking Classroom Assessment with Purpose in Mind
Dr. Lorna Earl
Webcast:
Rethinking Classroom Assessment with Purpose in Mind
Most are probably familiar with the work of Dr. Lorna Earl, a leader in the field of assessment and evaluation, and a recently retired Associate Professor in the Theory and Policy Studies Department at the Ontario Institute for Studies in Education at the University of Toronto.
In the webcast “Rethinking Classroom Assessment with Purpose in Mind”, Dr. Earl identifies three approaches to assessment.
As you listen to this short clip, consider how this approach to assessment will impact your practice. What do you need to consider? Which of your current practices will you continue? Which might you revise?
After the clip, you’ll have an opportunity to share your thoughts.
To put the clip into context, she is addressing a school staff in a workshop format. The workshop was recorded, as a webcast, as part of a series of webcasts published by the Literacy and Numeracy Secretariat. The entire recording, which is about one hour in length, can be viewed on the website of Curriculum Services Canada.

6. …Every time you do assessment, it is not a decision point – it can be a learning point…

7. What does the research say?
Most are probably familiar with the work of Dr. Lorna Earl, a leader in the field of assessment and evaluation, and a recently retired Associate Professor in the Theory and Policy Studies Department at the Ontario Institute for Studies in Education at the University of Toronto.
In the webcast “Rethinking Classroom Assessment with Purpose in Mind”, Dr. Earl identifies three approaches to assessment.
As you listen to this short clip, consider how this approach to assessment will impact your practice. What do you need to consider? Which of your current practices will you continue? Which might you revise?
After the clip, you’ll have an opportunity to share your thoughts.
To put the clip into context, she is addressing a school staff in a workshop format. The workshop was recorded, as a webcast, as part of a series of webcasts published by the Literacy and Numeracy Secretariat. The entire recording, which is about one hour in length, can be viewed on the website of Curriculum Services Canada.

8. Assessment
OF Learning
Assessment
FOR Learning
Assessment
AS Learning

9. School Ranking by Quartile4 3 2 1
Quartile
Such improvements, produced across a school, would raise a school in the lower quartile of performance..to well above average.

10. “Effectively implemented, formative assessment can do as much or more to improve student achievement than any of the most powerful instructional interventions, intensive reading instruction, one on one tutoring, and the like.”
Research
Adapted from Black & Wiliam ‘Inside the Black Box’ (1998)

11. Assessment OF Learning FOR & AS Learning Evaluation Summative (after)
Judging
Assigning grades & reporting on achievement
Assessment
Diagnostic (before) & Formative (during, ongoing)
Coaching
Providing feedback to students & teachers to make decisions about next steps in learning
Ministry policies and resources will refer to the concepts of “assessment for learning” and “assessment of learning”. Both are important, but they are not the same thing. Assessment for learning emphasizes that the main purpose of assessment is not just to determine a mark at a particular point in time.
The primary purpose of assessment is to improve student learning.
It is meant to be on-going, to help students understand and to help teachers make adjustments before an evaluation takes place.
With this in mind, let’s talk about planning.
Here is a summary that compares the two types of assessment Dr. Earl spoke of.
Assessment of learning focuses on Evaluation. It is the traditional approach, typically using examinations to test what students know and are able to do. Through formal testing, teachers report on what students HAVE LEARNED at the end of a unit or course. It is summative, and it is what teachers are most familiar with.
The teacher’s role in evaluation is as JUDGE,
to assign grades
to report to students and their parents how they did
Assessment for learning, on the other hand, focuses on on-going assessment – the gathering of information about achievement.
It can take place before learning, through diagnostic assessment to determine students’ prior strengths or learning gaps,
or during learning, using more informal methods of assessment, which can include observation, performance, or student-teacher conference as well as quizzes and written assignments throughout the learning process.
The teacher takes a coaching role, giving students detailed feedback to tell them how they can do better.
The purposes of assessment FOR learning are to help teachers determine how student learning is developing, to identify what’s working and where problems are. This process assesses the effectiveness of instruction as well and helps teachers determine how instruction has to change to help struggling students.
As Dr. Earl stated, much of teacher’s formal assessment planning tends to fall into the “of learning” category. We carefully plan summative evaluations, perhaps because of the ‘accountability’ involved, and the fact that they are used for evidence when reporting to parents, or making decisions about placement.
While assessment ‘for’ learning occurs, it tends to be done more informally, as the occasion presents itself.
Our key message, and Ministry policy, suggests that this should not be the case…that assessment ‘for’ learning also needs to be planned.

12. Assessment Continuum Learning Goals Success Criteria
For
Learning
Learning Goals
Success Criteria
Descriptive Feedback
Peer/Self assessment
Individual Goal setting
Eliciting Evidence of Understanding
Video Clip: Self Assessment: The Process 0:48 – 2:01

13. Scaffolding I do, you watch I do, you help You do, I help
Assessment
For
Learning
I do, you watch
I do, you help
You do, I help
You do, I watch

14. Planning for Learning
Assessment
For
Learning
How can we plan assessment, evaluation, and instruction to improve student learning?

15. Current knowledge and skills Desired knowledge and skills
Diagnostic assessment to determine current knowledge/skills
Share learning goals
Develop success criteria with students and post for ongoing reference & revision
Feedback (from teacher, peers, self)
What am I supposed to learn?
What does successful learning look like?
How am I doing?
Think about assessment and evaluation as a collaborative partnership between you and your students. In this partnership, each of you has an important role to play in promoting students to move from their
current knowledge and skills to the
desired knowledge and skills identified in the curriculum. At outset of a period of learning,
you use diagnostic assessment to determine the student’s current level of knowledge and skills.
Students need to know what they are supposed to learn.
It’s your role to determine how to share the learning goals with them in ways they can understand.
Students also need information about what successful learning looks like.
One way to do this is to develop the success criteria with them, and post this co-constructed criteria for ongoing reference and revision.
During learning, students need ongoing feedback about their progress.
They get this information from you, as well as from their peers, and through self-assessment.
Your role in this partnership is to ensure that students know where they are going, and how to get there, and to promote your students’ ability to do this for themselves through teaching and modelling.
Desired knowledge
and skills

16. Planning for Learning
Assessment
For
Learning
To maximize learning, assessment AND instruction must be purposefully planned to support students to attain a clearly defined learning goal.
We know that to maximize learning, assessment AND instruction must be purposefully planned to support students to attain a clearly defined learning goal.

17. Planning with the End in Mind
What do I want them to learn?
Where in the unit do you see evidence that this question has been addressed?
How will I know they have learned it?
Planning with the End in Mind is an effective planning process that we can use to address all of these components and make them work together to support students in their learning.
Look at one example of a way to plan and to record that plan. These are units meant to model a variety of effective instruction and assessment strategies, including differentiation, literacy, and assessment for learning. There is no expectation that teachers should record their planning in this particular format. We’ll share other formats as we progress through the day.
In the sample unit, how do you see evidence that the first planning question is addressed.
Addressing clusters of overall and related specific expectations
Examining how these expectations are linked to the categories of the achievement chart
How will I design the learning so that all will learn?

18. Enduring Understandings Overall Expectations
Planning with the End in Mind
What do I want them to learn?
Enduring Understandings
Overall Expectations
Key Questions
Learning Goals
Planning with the End in Mind is an effective planning process that we can use to address all of these components and make them work together to support students in their learning.
Look at one example of a way to plan and to record that plan. These are units meant to model a variety of effective instruction and assessment strategies, including differentiation, literacy, and assessment for learning. There is no expectation that teachers should record their planning in this particular format. We’ll share other formats as we progress through the day.
In the sample unit, how do you see evidence that the first planning question is addressed.
Addressing clusters of overall and related specific expectations
Examining how these expectations are linked to the categories of the achievement chart

19. Assessment of Learning (Evaluation) What evidence will be produced?
Planning with the End in Mind
Assessment of Learning (Evaluation)
How will students demonstrate their knowledge and skills when they have finished learning?
What evidence will be produced?
How will I know they have learned it?
Products
Conversations
Observations

20. Assessment for Learning
Planning with the End in Mind
Assessment for Learning
How will I know they are learning it?
How will students demonstrate their knowledge and skills while they are learning?
How will we monitor their progress?
Exit cards, journal entries, observation, conversations, …

21. Assessment Instruction
Planning with the End in Mind
Ongoing monitoring of learning
Strategies and tools to elicit evidence of learning
Teacher feedback
Peer Assessment
Self Assessment
Learning “how to learn”
Assessment
Show video clip Feedback #3 1:33 – 3:03
How will I design the learning so that all will learn?
Instruction

22. SUCCESS!
What we think we
are teaching
What they think they
are learning
How can we ensure that students know and understand what we expect them to learn?

23. Learning Goals
Assessment
For
Learning
Learning is easier when learners understand what goal they are trying to achieve, the purpose of achieving the goal, and the specific attributes of success.
Chappuis, S. Educational Leadership, September 2002 | Volume 60 | Number 1

24. Learning Goals
Assessment
For
Learning
Learning Goals are brief, concise statements, in student-friendly language, that describe what students are to know or be able to do at the end of a period of instruction.

25. Desired knowledge and skills
Scaffolding
Current knowledge and skills

26. Assessment Instruction
Desired knowledge and skills
Learning goal
Scaffolding
Assessment
Learning goal
Learning goal
Instruction
Present model.
Model was built on the following needs:
The student and the teacher must know the desired learning that is expected.
The student and the teacher must be clear on how the student can demonstrate that they have achieved the desired learning.
The instructional tasks and the strategies the teacher uses must systematically help the student to develop the knowledge and skills he/she needs.
The teacher and the student must use assessment strategies to monitor the student’s learning while the student is engaged in the instructional tasks.
Learning goal
Current knowledge and skills

27. Sample Learning Goals We are studying the creative process. (Gr. 9)
Assessment
For
Learning
We are studying the creative process. (Gr. 9)
I am learning to analyse and synthesize information. (Gr. 10)
Understand the uses of buttons, labels and text fields. (Gr. 12)
I can explore a wide range of increasingly complex traditional and emerging technologies, tools, and techniques. (Gr. 12)
I will be able to use descriptive words, phrases and expressions to clearly describe a scene or situation. (Gr. 10)
We are learning to use charts or hand-drawn sketches to show the sequence of things, how things are related, or compare different alternatives. (Gr. 11)
I can use a variety of techniques to convey a sense of movement. (Gr. 11)
You will know how to create and perform phrases that explore two or more elements of dance. (Gr. 9)

28. Learning Goals
Assessment
For
Learning
TASK: Identify the Learning Goal(s) for Lesson 3 of the sample unit.
Read the lesson plan, giving careful attention to the specific expectations and how they are addressed.
Identify the knowledge and skills that the student is expected to demonstrate.
Develop learning goal statement(s) that meet the criteria for effective learning goals.

29. Learning Goals To be effective, learning goals must be:
Assessment
For
Learning
To be effective, learning goals must be:
Identified and shared at the outset of learning
Clarified with the students
Referred to during the learning
Video Clip showing how a S & T SE is a learning goal.
LG #2 6:24 – 7:57

30. Feedback Related to learning goals and criteria Timely and specific
Assessment
For
Learning
Related to learning goals and criteria
Timely and specific
What was done well, what needs improvement, how to improve
Descriptive not evaluative
Include monitored opportunities to try again

31. Research
Assessment feedback often has a negative impact, particularly on low-achieving students, who are led to believe that they lack ‘ability’ and so are not able to learn.
From “Working Inside the Black Box: Assessment for Learning in the Classroom”. Black, P., Harrison, C., Lee, C., Marshall, B., and Wiliam, D. Phi Delta Kappan, September 2004 p

32. Peer- and Self-Assessment
For
Learning
Peer- and Self-Assessment
Assessment, not evaluation
Ensuring students understand learning goals and success criteria
Modelled by teacher before attempted by students
Students providing feedback (done well, needs improvement, how)
Feedback connected to criteria
Feedback Video 4 4:50 – 5:33

33. Success Criteria Success criteria
Assessment
For
Learning
Success criteria
Describe what successful achievement of learning goal “looks like”
Use language that students understand
Video = Julie’s Gr 5 and 6 students understand what criteria is and what it is for
Self Assessment #2 Defining Success Criteria 1:39 – 2:44

34. Success Criteria
Assessment
For
Learning
TASK: Co-construct a criteria t-chart for the musical composition in the AMU 1O unit.

35. Co-constructing Criteria
Assessment
For
Learning
1. Brainstorm a list of ideas
2. Sort and group the ideas
3. Make and post a T-chart
4. Use and revise as you learn more.
Davies, A, Herbst-Luedtke, S, Parrott Reynolds, B.
Making Classroom Assessment Work p. 57
Video LG #5 7:18 – 12:50 – Mo and Erin co-constructing entire process
12:45 shows the t-chart for the chemistry task

36. Learning Goals and Success Criteria
Assessment
For
Learning
“When we invest time up front to build the vision [of what students are to be learning], we gain it back later in increased student motivation and the resulting higher-quality work.”
Chappuis (2009)

37. TASK: Identify Assessment for Learning practices embedded in a lesson
AfL and Planning
Assessment
For
Learning
TASK: Identify Assessment for Learning practices embedded in a lesson
Examine Lesson 3 from the sample unit.
Identify any of the AfL practices
Learning Goals/Success Criteria
Eliciting Evidence of Student Understanding
Feedback
Peer and Self Assessment

38. Learning Goals
We are learning to:
use the "creative process" when composing
use the elements of music to plan a composition
use a compositional tool to create a composition (Finale)
Guiding Questions:
How do the stages of the creative process help us to compose a piece of music?
What are some techniques and tools musicians use to compose?
Elements of Music Diagnostic Assessment
BLM2 "Using Finale“
Journal Entry: “Use each of the following creative process stages as headings: 1. Challenging and Inspiring, 2. Imagining and Generating, 3. Planning and Focusing, explain how you have used each stage, so far, in the development of your composition.”
Peer and self assessment

39. Samples of music conveying courage, honesty, loyalty
Co-constructing criteria for success
Teacher modeling
Peer and self assessment
Process Portfolio to evaluate the application of the stages of the creative process in an original composition. The Process Portfolio will include graphic organizers, self reflections, checklists, rating scales and feedback response logs. (rubric)
Original composition (rubric)

40. Traffic light Thumbs up, thumbs down Target Feedback Got it! Not yet
Getting there

41. √ Feedback Log Feedback Date Feedback Action to be taken Action
Completed
Feb. 12
Itinerary has several clearly described events
Identify the times more accurately
Provide more details about each event √

42. Exit Card We are learning to:
Assessment
For
Learning
We are learning to:
Plan assessment that is clearly linked with instruction;
Identify and explain the four core practices of assessment for learning;
Incorporate the practices in lesson and unit planning
Write learning goals and identify success criteria
Exit Card
Something new I learned…
I want to learn (more) about…
A question I have is…
We know that to maximize learning, assessment AND instruction must be purposefully planned to support students to attain a clearly defined learning goal.

43. I don’t know what this means. I have no idea what to do next
I don’t know what this means. I have no idea what to do next. I’m probably too dumb to learn this anyway. I give up.
I understand, I know what to do next. I can handle this. I choose to keep trying.
Stiggins, R. (2007) Educational Leadership. May p. 26

44. Paul Walsh, Education Officer
CAP Branch
Joanie Causarano, Education Officer