1. BCAMT-IMC 2010 FOUR PURPOSES OF ASSESSMENT Peter Liljedahl, SFU

2. BCAMT-IMC, 2010 FOUR PURPOSES OF ASSESSMENT Assessment provides students, parents, and teachers with valid information concerning student progress and their attainment of the curriculum. Evaluation, on the other hand, occurs when a mark is assigned after the completion of a task, test, quiz, lesson or learning activity. http://specialed.about.com/od/assessment/a/AandE.htm

3. BCAMT-IMC, 2010 FOUR PURPOSES OF ASSESSMENT Assessment provides students, parents, and teachers with valid information concerning student progress and their attainment of the curriculum. Evaluation, on the other hand, occurs when a mark is assigned after the completion of a task, test, quiz, lesson or learning activity.

4. BCAMT-IMC, 2010 1. COMMUNICATION – two purposes 1.chance for students to communicate their learning to the teacher 2.chance for teacher to communicate a student's attainment of learning goals

5. BCAMT-IMC, 2010 1. COMMUNICATION – hitting the target Students can hit any target that they can see. - Rick Stiggins

6. BCAMT-IMC, 2010 1. COMMUNICATION – navigation TWO PRINCIPLES OF NAVIGATION you need to know where you are going you need to know where you are now

7. BCAMT-IMC, 2010 1. COMMUNICATION – for and of learning TWO PRINCIPLES OF NAVIGATION you need to know where you are going –students need to know where they are going (for) you need to know where you are now –students need to know where they are now (of)

8. BCAMT-IMC, 2010 1. COMMUNICATION – learning goals Where are you going? prescribed learning outcomes processes habits of mind classroom culture classroom norms

9. BCAMT-IMC, 2010 1. COMMUNICATION – learning goals Where are you going? prescribed learning outcomes processes habits of mind classroom culture classroom norms learning goals TARGET

10. BCAMT-IMC, 2010 1. COMMUNICATION – setting the target Learning Goals – column addition and subtraction Be able to add 3 digit numbers without regrouping Be able to add 3 digit numbers with regrouping with the aid of a manipulative Be able to add 3 digit numbers with regrouping Use estimation to check the correctness of your answers Use effective group work skills when doing in-class activities − Attentive listening − Appropriate turn taking − Giving respectful feedback to peers...

11. BCAMT-IMC, 2010 1. COMMUNICATION – hitting the target Anna Therone IC #1 HW #1 HW #2 Quiz #1 Be able to add 3 digit numbers without regrouping Be able to add 3 digit numbers with regrouping with the aid of a manipulative Be able to add 3 digit numbers with regrouping n/a  Use estimation to check the correctness of your answers n/a 

12. BCAMT-IMC, 2010 1. COMMUNICATION – hitting the target Anna Therone (self assessment) IC #1 HW #1 HW #2 Quiz #1 Be able to add 3 digit numbers without regrouping Be able to add 3 digit numbers with regrouping with the aid of a manipulative Be able to add 3 digit numbers with regrouping n/a  Use estimation to check the correctness of your answers n/a 

13. BCAMT-IMC, 2010 1. COMMUNICATION – hitting the target TWO PRINCIPLES OF NAVIGATION you need to know where you are going –students need to know where they are going (for) you need to know where you are now –students need to know where they are now (of)

14. BCAMT-IMC, 2010 2. VALUEING – evaluating what we value Evaluation is a double edged sword. When we evaluate our students they evaluate us... for what we choose to evaluate shows what it is we value. - Peter Liljedahl

15. BCAMT-IMC, 2010 2. VALUEING – expansion of learning goals prescribed learning outcomes processes [C, CN, ME, PS, R, T, V] habits of mind classroom culture classroom norms learning goals TARGET

16. BCAMT-IMC, 2010 2. VALUEING – 1-1-1 correspondence learning goals what is taught what is assessed

17. BCAMT-IMC, 2010 2. VALUEING – 1-1-1 correspondence 2 3 8 + 8 4 5 1 0 8 4 1 Anna Therone

18. BCAMT-IMC, 2010 2. VALUEING – 1-1-1 correspondence 2 3 8 + 8 4 5 1 0 8 4 1 Ty Pical

19. BCAMT-IMC, 2010 2. VALUEING – 1-1-1 correspondence learning goals what is taught what is assessed

20. BCAMT-IMC, 2010 2. VALUEING – 1-1-1 correspondence Students can hit any target that they can see and that holds still for them. - Rick Stiggins

21. BCAMT-IMC, 2010 3. REPORTING OUT – two purposes 1.Inform parents 2.Involve parents

22. BCAMT-IMC, 2010 3. REPORTING OUT – inform parents How is their child doing... vis-á-vis the learning goals are they hitting the target if not, in what ways are they missing it

23. BCAMT-IMC, 2010 3. REPORTING OUT – involving parents schoolparentsstudent ACTIVE PARTNERS IN LEARNING

24. BCAMT-IMC, 2010 3. REPORTING OUT – involving parents Can you answer the question – what does this student need to do better? such that: –it is true? –it is helpful? ACTIVE PARTNERS IN LEARNING

25. BCAMT-IMC, 2010 3. REPORTING OUT The current method for reporting out is woefully inadequate... but it is a floor, not a ceiling. - everyone

26. BCAMT-IMC, 2010 4. - implicit -

27. BCAMT-IMC, 2010 4. NOT SORTING Sorting is implicit within: our society our actions our structures for reporting out our parents' expectations our students' expectations our expectations

28. BCAMT-IMC, 2010 4. NOT SORTING Sorting is implicit within: our society our actions our structures for reporting out our parents' expectations our students' expectations our expectations let go!

29. BCAMT-IMC, 2010 4. NOT SORTING - differentiation every student is in a different place (has different targets) differentiated instruction differentiated assessment

30. BCAMT-IMC, 2010

31. DOWNSTREAM CONSEQUENCES When is a goal achieved? –most recent, most consistent, or on a test? When does assessment stop? –when do you take away a target? –when does learning stop? What about assessment as a stick? –zeros?