1. EDUC 4464 J/I Methods Assessment and Evaluation Part 2 Dr. J. Barnett: J/I Methods (Block 2)

2. Bell Work: As a group, 1) discuss all the types of evaluation and assessment you know. 2) discuss how you were marked when you were a student? What types of assessment strategies were used. October 24, 2007. Dr. J. Barnett – Methods (Block 2) How did you know if you were doing okay or not?

3. Assessment vs. Evaluation (the most confused terms in education). Evaluation –Conducted to determine competence / a judgment Assessment –Conducted to determine growth and needs of student(s) and / or program Summative –Conducted at the end of a unit or term –Conducted to evaluate student knowledge Formative –Conducted throughout a unit or term –Conducted to reflect on and assess student knowledge and program success Diagnostic –Conducted usually at the beginning of the year or a unit to get a baseline –Should be conducted at the end to demonstrate / measure success –Should be conducted in the middle to make sure what you are doing is working –Usually focuses on basic skills or knowledge; never used for report cards Usually an adjective - Type of Eval or Assess. Dr. J. Barnett – Methods (Block 2)

4. Assessment Strategies  Ways to involve students in activities that yield information about their achievement  Defined as the method used to determine if the knowledge, skills or affective elements stated in the expectations have been achieved  A means to provide information about the progress of the student  A means to provide information to the teacher about the program  Go to the Unit Planner – Library - Browse Teacher Companions – Assessment companion and under it click on assessment strategies – click assessment strategies again  With a partner, go through each of the assessment strategies and make a list of all the assessment strategies that you have been exposed to in your education classes so far.  Exit planner on this screen by clicking Done on the top right hand corner Dr. J. Barnett – Methods (Block 2)

5. Assessment Recording Devices Anecdotal RecordChecklistRating ScaleRubric - Descriptive language used to explain student achievement of the curriculum expectations. By observing the students’ actions while they are completing tasks or by noting something during class time or in their written work, the teacher can create these notes. - Notes (Date!) -Use a class list with spaces to write in - post-its and place in a folder -Notebooks with the individual student’s name on it -Paper in a File folder -Computer file (hard copy) -Any other means – i.e. flip chart -Collection of data that contain lists of behaviour, traits, characteristics that can be scored present / absent - Curriculum data with specifics that can be checked off when done Page 92 John Smith  - Scored on a yes/no, present/absent basis on a class list that has specific tasks / behaviours listed - Rating scales address if the student has achieved a high/low degree of correctness in attaining the curriculum expectation John1 2 3 Mary1 2 3 Sue 1 2 3 John1 Mary3 Sue2 -A set of performance descriptors are incorporated into specific levels of achievement. -Minimizes the arbitrariness of judgments while holding learners to a high standard of achievement -Student know exactly what to do to get a specific level Dr. J. Barnett – Methods (Block 2)

6. Look at page 103 in the Practice Teaching Handbook “What are the components of this assessment tool?” Dr. J. Barnett: J/I Methods (Block 2)

8. Based on what you have learned today, what do you think is the best method to grade a lesson plan? Based on what you have learned today, what do you think is the best method to grade a lesson plan? Dr. J. Barnett: J/I Methods (Block 2)