1. ED EL 335 Class Notes Day 8Assessing Student Outcome Performance

2. Assessment and Evaluation Unlocking their Learning

3. Key Questions for Planning Assessment How will you know IF your students are learning what the outcomes expect? How will you find out WHAT your students have learned from your lessons? How will you determine student UNDERSTANDING and APPRECIATION at the end of the unit? What will perfection look like?

4. Essential Question Students will demonstrate an understanding and appreciation… –General Outcome stem, Program of Studies

5. Essential Question Students will demonstrate an understanding and appreciation… How will students demonstrate their understanding and appreciation… –On a daily basis? –At the end of the unit?

6. Evaluation Summative Purpose is to check status Is designed for those not directly involved in daily learning and teaching Used to address provincial or local standards An event that happens after learning is supposed to have occurred Gathers information into easily digestible numbers, scores and marks Used for grading purposes

7. EvaluationAssessment Summative Purpose is to check status Is designed for those not directly involved in daily learning and teaching Used to address provincial or local standards An event that happens after learning is supposed to have occurred Gathers information into easily digestible numbers, scores and marks Used for grading purposes

8. EvaluationAssessment Summative Purpose is to check status Is designed for those not directly involved in daily learning and teaching Used to address provincial or local standards An event that happens after learning is supposed to have occurred Gathers information into easily digestible numbers, scores and marks Used for grading purposes Formative Purpose is to learn more Is designed to assist educators and students Used to address achievement targets underpinning standards A process during learning, while there is still time to help Usually uses detailed, specific and descriptive feedback as well as (or instead of) numbers, scores and marks Used to help students and teachers watch things get better over time

9. Evaluation and Assessment Designing with the End in Mind Adapted from Grant Wiggins and Jay McTighe, Understanding by Design, ASCD, 1998

10. Step 1 IDENTIFY LEARNER OUTCOMES What are students expected to understand, to know, to do?

11. Step 1 IDENTIFY LEARNER OUTCOMES What are students expected to understand, to know, to do? Step 2 DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) What would you accept as evidence that students have learned?

12. Step 1 IDENTIFY LEARNER OUTCOMES What are students expected to understand, to know, to do? Step 2 DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) What would you accept as evidence that students have learned? Step 3 PLAN ASSESSMENT and EVALUATION STRATEGIES How will students demonstrate what they understand, know and can do?

13. Step 1 IDENTIFY LEARNER OUTCOMES What are students expected to understand, to know, to do? Step 2 DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) What would you accept as evidence that students have learned? Step 3 PLAN ASSESSMENT and EVALUATION STRATEGIES How will students demonstrate what they understand, know and can do? Step 4 PLAN LEARNING EXPERIENCES and INSTRUCTION What learning activities will enable students to achieve the learner outcomes and the assessment and evaluation strategies?

14. Step 1 IDENTIFY LEARNER OUTCOMES What are students expected to understand, to know, to do? Step 2 DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) What would you accept as evidence that students have learned? Step 3 PLAN ASSESSMENT and EVALUATION STRATEGIES How will students demonstrate what they understand, know and can do? Step 4 PLAN LEARNING EXPERIENCES and INSTRUCTION What learning activities will enable students to achieve the learner outcomes and the assessment and evaluation strategies? Step 5 REFLECTION What will you do to decide what the next step in teaching should be?

15. Step 1 IDENTIFY LEARNER OUTCOMES What are students expected to understand, to know, to do? Step 2 DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) What would you accept as evidence that students have learned? Step 3 PLAN ASSESSMENT and EVALUATION STRATEGIES How will students demonstrate what they understand, know and can do? Step 4 PLAN LEARNING EXPERIENCES and INSTRUCTION What learning activities will enable students to achieve the learner outcomes and the assessment and evaluation strategies? Step 5 REFLECTION What will you do to decide what the next step in teaching should be?

16. Step 1 IDENTIFY LEARNER OUTCOMES What are students expected to understand, to know, to do? Step 2 DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) What would you accept as evidence that students have learned? Step 3 PLAN ASSESSMENT and EVALUATION STRATEGIES How will students demonstrate what they understand, know and can do? Step 4 PLAN LEARNING EXPERIENCES and INSTRUCTION What learning activities will enable students to achieve the learner outcomes and the assessment and evaluation strategies? Step 5 REFLECTION What will you do to decide what the next step in teaching should be?

17. Step 1 IDENTIFY LEARNER OUTCOMES What are students expected to understand, to know, to do? Step 2 DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) What would you accept as evidence that students have learned? Step 3 PLAN ASSESSMENT and EVALUATION STRATEGIES How will students demonstrate what they understand, know and can do? Step 4 PLAN LEARNING EXPERIENCES and INSTRUCTION What learning activities will enable students to achieve the learner outcomes and the assessment and evaluation strategies? Step 5 REFLECTION What will you do to decide what the next step in teaching should be?

18. Assessment and Evaluation Strategies Right Answer Assessment Gibson, pages 268 - 270

19. Assessment and Evaluation Strategies Right Answer Assessment Open-ended Assessment Gibson, pages 268-270

20. Assessment and Evaluation Strategies Right Answer Assessment Open-ended Assessment –Diagnostic assessment (Sample, p. 264-265 –Formative assessment (Gibson, p. 265) –Summative assessment (Gibson, p. 266)

21. Step 1 IDENTIFY LEARNER OUTCOMES What are students expected to understand, to know, to do? Step 2 DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) What would you accept as evidence that students have learned? Step 3 PLAN ASSESSMENT and EVALUATION STRATEGIES How will students demonstrate what they understand, know and can do? Step 4 PLAN LEARNING EXPERIENCES and INSTRUCTION What learning activities will enable students to achieve the learner outcomes and the assessment and evaluation strategies? Step 5 REFLECTION What will you do to decide what the next step in teaching should be?

22. A quick review of ED PSYCH 303 (Assessment of Student Achievement; 3 rd custom edition for the U of A) The first step…is to list the…intended learning outcomes (p.38) The next step is to list the specific types of student performance that are to be accepted as evidence that the outcomes have been achieved (p.38)

23. For example, what specific types of performance will show that a student knows…or comprehends…[so that] student performance can be demonstrated to an outside observer (p. 39) Action verbs…indicate precisely what the student is able to do to demonstrate achievement (p.39)

24. Formative Assessment for specific lessons and outcomes What exactly are we looking for? How will we assess what we find?

25. Choosing Assessment Tools Gibson, pages 271 - 276 1. Demonstrations of Learning 2. The Learning Portfolio 3. Self-assessment 4. Anecdotal records 5. Student conferencing

26. Choosing Assessment Tools Gibson, pages 271 - 276 1. Demonstrations of Learning 2. The Learning Portfolio 3. Self-assessment 4. Anecdotal records 5. Student conferencing

27. Choosing Assessment Tools Gibson, pages 271 - 276 1. Demonstrations of Learning 2. The Learning Portfolio What types of assessment are used? What are their pros and cons? What implications do they pose for your unit?

28. Choosing Assessment Tools Gibson, pages 271 - 276 1. Demonstrations of Learning 2. The Learning Portfolio 3. Self-assessment 4. Anecdotal records 5. Student conferencing

29. Choosing Assessment Tools Gibson, pages 274 - 276 4. Self-assessment 5. Anecdotal records 6.Student conferencing What types of assessment are used? What are their pros and cons? What implications do they pose for your unit?

30. Step 1 IDENTIFY LEARNER OUTCOMES What are students expected to understand, to know, to do? Step 2 DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) What would you accept as evidence that students have learned? Step 3 PLAN ASSESSMENT and EVALUATION STRATEGIES How will students demonstrate what they understand, know and can do? Step 4 PLAN LEARNING EXPERIENCES and INSTRUCTION What learning activities will enable students to achieve the learner outcomes and the assessment and evaluation strategies? Step 5 REFLECTION What will you do to decide what the next step in teaching should be?

31. Summative Assessment At the end of the unit, can the student DEMONSTRATE an UNDERSTANDING and APPRECIATION of what the Essential Question expects?

32. Choosing Assessment Tools Gibson, pages 276 - 279 7.Program Evaluation as an important assessment tool Personal reflections Student program evaluation strategies: Student Reporter Student Interest Inventory Think/Pair/Share

33. Daily Strategies Ideas?

34. Step 1 IDENTIFY LEARNER OUTCOMES What are students expected to understand, to know, to do? Step 2 DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) What would you accept as evidence that students have learned? Step 3 PLAN ASSESSMENT and EVALUATION STRATEGIES How will students demonstrate what they understand, know and can do? Step 4 PLAN LEARNING EXPERIENCES and INSTRUCTION What learning activities will enable students to achieve the learner outcomes and the assessment and evaluation strategies? Step 5 REFLECTION What will you do to decide what the next step in teaching should be?

35. Unit Performance Task Ideas?

36. Step 1 IDENTIFY LEARNER OUTCOMES What are students expected to understand, to know, to do? Step 2 DETERMINE ACCEPTABLE EVIDENCE (CRITERIA) What would you accept as evidence that students have learned? Step 3 PLAN ASSESSMENT and EVALUATION STRATEGIES How will students demonstrate what they understand, know and can do? Step 4 PLAN LEARNING EXPERIENCES and INSTRUCTION What learning activities will enable students to achieve the learner outcomes and the assessment and evaluation strategies? Step 5 REFLECTION What will you do to decide what the next step in teaching should be?

38. Some good thoughts… It is not the plan that is important; it is the planning. Graeme Edwards The structure will automatically provide the pattern for the action which follows. Donald Curtis

39. Alberta Assessment Consortium www.aac.ab.ca