1. Thinking about assessment…
Think of a positive assessment experience.
Think of a negative assessment experience.
WHAT elements define the difference between these two experiences?

2. As a high school student…
How were you assessed?
What role did you have in assessment?
What did assessment do for you?
What parts of this practice would you keep? Delete?
How does this compare to athletics/music/etc?

3. Assessment What is… Assessment for learning? Assessment as learning?
Assessment of learning?

4. Assessment for Learning
Purpose
Nature of Assessment
Use of Information
The process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.
Diagnostic – occurs before instruction so teachers can determine students’ prior knowledge and skill
It is used by teachers and students to determine what students already know and can do with respect to the expectations, so teacher can responsively plan and help students set goals.
Formative – occurs frequently in an ongoing manner during instruction, while student are still gaining knowledge and practicing skills
It is used by teachers to monitor students’ progress towards the expectations, so that teachers can provide timely and descriptive feedback to students; scaffold next steps for instruction and assessment.

5. Assessment as Learning
Purpose
Nature of Assessment
Use of Information
This focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling structured opportunities for students to assess themselves.
Formative – occurs frequently during instruction and in an ongoing manner during instruction, with support, modelling, and guidance from the teacher. It helps determine the next steps in learning.
It is used by students to provide feedback to other students (peer assessment), monitor their own progress (self assessment), make adjustments in their learning approaches, reflect on their learning and set goals.

6. Assessment of Learning
Purpose
Nature of Assessment
Use of Information
It confirms what students know and demonstrates whether or not students have met curriculum goals/outcomes.
Summative – occurs at or near the end of a period of learning.
Information is designed to provide evidence of achievement to students, parents and educators.

7. Assessment OF Learning FOR & AS Learning Evaluation Summative (after)
Judging
Assigning grades & reporting on achievement
Assessment
Formative
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.

8. Assessment Planning with the End in Mind
What do I want them to learn?
How will students demonstrate their knowledge and skills while they are learning?
How will we monitor their progress?
Exit cards, journal entries, observation, conversations, interviews
How will I plan with DI in mind?
What instructional strategies are appropriate for the learners in my class?
How will I know they are learning it?
How will I design the learning so that all will learn?

9. What evidence will be produced?
Planning with the End in Mind
What do I want them to learn?
Evaluation
How will students demonstrate their knowledge and skills when they have finished learning?
What evidence will be produced?
Products
Observations
Conversations
How will I know they have learned it?
How will I design the learning so that all will learn?

10. Assessment Strategies
Informal observation
Anecdotal records
Observation checklists
Rating scales
Checklists
Scoring guides
Performance assessment rubrics
Tests and quizzes
Daily work
Student Conferences
Portfolios
Graphic Organizers such as concept webs
Pre-assessments

11. Article “Keep Behaviour in Report Cards”
Reading Strategy: Set the Purpose for Reading
You support or negate the author.