1. Assessment and Evaluation in Regina Public Schools

2. Agenda Assessment for learning Assessment for learning SMART Goals SMART Goals Regina Public School’s Benchmark program Regina Public School’s Benchmark program Report Cards Report Cards assessment.rbe.sk.ca assessment.rbe.sk.ca

3. Traditional Instruction-Assessment model: Pretest - teach - teach - teach - posttest - assign grades Instruction-Assessment Model with Data Analysis: Pre-assess - analyze results - plan for differentiated instruction - teach - monitor, reflect, and adjust - teach - post-assess Assessment for learning - using assessment results to improve student achievement

4. The Assessment Cycle Analyzing the Data Monitoring and Assessing Results Setting Goals Monitoring and Assessing Results Setting Goals Creating Action Plans

5. What is Assessment for learning? Classroom assessments are used to inform students about their growth in achievement and permits them to feel in control of that growth Classroom assessments are used to inform students about their growth in achievement and permits them to feel in control of that growth It is about using the results effectively to promote maximum student learning It is about using the results effectively to promote maximum student learning an example of assessment for learning is the writing benchmarks program an example of assessment for learning is the writing benchmarks program Where am I now? Where am I to go? How will I know when I get there? Where am I now? Where am I to go? How will I know when I get there?

6. Assessment is not something that is done to students and apart from instruction; assessment must be and must be seen to be something that is done with students as an integral part of the learning process. O’conner (2002) Assessment is not something that is done to students and apart from instruction; assessment must be and must be seen to be something that is done with students as an integral part of the learning process. O’conner (2002)

7. Our Goal: Students who are Informed Informed Analytical Analytical Actively involved in learning Actively involved in learning Personally invested – they “buy in” to what we are doing Personally invested – they “buy in” to what we are doing Know where they are, where they want to go and how to get there ! Know where they are, where they want to go and how to get there !

8. Tips for High Quality Assessment for learning Have clear expectations – What is it we are to learn and why? Have clear expectations – What is it we are to learn and why? Student friendly - students understand what they are to do Student friendly - students understand what they are to do Clear purpose – students know why we are doing this Clear purpose – students know why we are doing this Motivational – students enjoy it, they “buy in” Motivational – students enjoy it, they “buy in” Give Accurate feedback – we give descriptive and helpful feedback Give Accurate feedback – we give descriptive and helpful feedback Use a variety of types of assessment techniques (rubrics, portfolios, exit slips, peer evaluation, learning logs, self- evaluation, checklists, anecdotal records, etc.) Use a variety of types of assessment techniques (rubrics, portfolios, exit slips, peer evaluation, learning logs, self- evaluation, checklists, anecdotal records, etc.)

9. My experiences with assessment and feedback… Think about the BEST feedback you have received in your lifetime – in or out of the classroom at any age level! What are the characteristics or circumstances that made that feedback great for you? Think about the BEST feedback you have received in your lifetime – in or out of the classroom at any age level! What are the characteristics or circumstances that made that feedback great for you? Now think of your worst experience with feedback – What were the characteristics or circumstances that made it so awful? Now think of your worst experience with feedback – What were the characteristics or circumstances that made it so awful? Write your ideas on a sheet of paper and be ready to share and discuss. Write your ideas on a sheet of paper and be ready to share and discuss.

10. Feedback As the number one user of assessment data is the student, feedback must be frequent, descriptive, supportive and linked to future opportunities to demonstrate mastery. As the number one user of assessment data is the student, feedback must be frequent, descriptive, supportive and linked to future opportunities to demonstrate mastery.

11. Strategies for Meaningful Feedback Offer descriptive feedback instead of grades, on in-class work as well as homework. Offer descriptive feedback instead of grades, on in-class work as well as homework. Make clear what work will be included in the final grade from the outset. Make clear what work will be included in the final grade from the outset. Teach students to self-assess, keep track of learning and set goals Teach students to self-assess, keep track of learning and set goals Teach students focused revision. Have them practice on other people’s work and their own Teach students focused revision. Have them practice on other people’s work and their own Engage students in self-reflection and sharing what they know. Engage students in self-reflection and sharing what they know.

12. Dr. Richard Stiggins says: Gather dependable evidence Gather dependable evidence Encourage students to try and learn Encourage students to try and learn Have clear learning targets Have clear learning targets Give accurate descriptive feedback Give accurate descriptive feedback Students need to take responsibility for their own learning Students need to take responsibility for their own learning Students must master basic standards Students must master basic standards Dr. Richard Stiggins, 2006 Dr. Richard Stiggins, 2006

13. Assessment for Learning Show students what good work looks like Show students what good work looks like Compare their work to that standard Compare their work to that standard Work towards closing the learning gaps Work towards closing the learning gaps We must work to instill confidence in students. We must work to instill confidence in students.

14. Our job is to help students believe they’re capable learners We must help students discover gifts that they didn’t believe they had We must help students discover gifts that they didn’t believe they had We can make success irresistible to our students We can make success irresistible to our students Wayne Hulley, 2006 Wayne Hulley, 2006

15. Students need and deserve the confidence that their work and loyalty will payoff with positive results…. Assessment for learning is entirely about delivering that confidence. Assessment for learning is entirely about delivering that confidence. Stiggins, 2006 Stiggins, 2006

16. Physician’s Creed First, do no harm

17. Educator’s Creed Above all, do nothing to diminish hope! Wayne Hulley, 2006

18. S.M.A.R.T. Goals are: S pecific - distilled down to one thing, an outcome to attain S pecific - distilled down to one thing, an outcome to attain M easurable - How will we know when we achieved the desired results? Goal can be measured qualitaatively and quantitatively M easurable - How will we know when we achieved the desired results? Goal can be measured qualitaatively and quantitatively A ttainable - doable, given our capacity (time, resources) A ttainable - doable, given our capacity (time, resources) R esults Oriented - aimed at specific outcomes that are tangible and observable. Describes outcomes not processes R esults Oriented - aimed at specific outcomes that are tangible and observable. Describes outcomes not processes T ime-bound - a time frame to achieve the goal, How will we know we are finished? T ime-bound - a time frame to achieve the goal, How will we know we are finished?

19. An Example of a SMART Goal Within the next two years, 70% of all students will score at the adequate level (level 4) and above on system and school writing benchmarks. Within the next two years, 70% of all students will score at the adequate level (level 4) and above on system and school writing benchmarks.

20. SMART Goals Each school is required to have an academic goal and an aboriginal goal. Each school is required to have an academic goal and an aboriginal goal. The academic goal must be related to either literacy or numeracy The academic goal must be related to either literacy or numeracy Individual teacher goal supports school goals which in turn supports the system goals/priorities and the Continuous Improvement Plan Individual teacher goal supports school goals which in turn supports the system goals/priorities and the Continuous Improvement Plan

21. Benchmark program The goal of the benchmark program is to promote higher literacy and achievement The goal of the benchmark program is to promote higher literacy and achievement Oral Running Records - Grade 1, 2 Oral Running Records - Grade 1, 2 Writing Benchmarks - Grade 4, 8, 10 Writing Benchmarks - Grade 4, 8, 10 Math Problem Solving - Grade 3, 6, 9, A30 Math Problem Solving - Grade 3, 6, 9, A30 Science - Grade 7, 10 Science - Grade 7, 10 Other assessments this year: CAT 3 test - Grade 5, 9, 12 CAT 3 test - Grade 5, 9, 12 Sask. Learning AFL Writing - Grade 5, 8, 11 Sask. Learning AFL Writing - Grade 5, 8, 11

22. Report Cards Go out at the end of November, March and June Go out at the end of November, March and June Elementary teachers are to write 3 to 4 sentences about each student’s progress in Language Arts, Math and Personal and Social Skills Elementary teachers are to write 3 to 4 sentences about each student’s progress in Language Arts, Math and Personal and Social Skills Task: Open up the report card folder and fill out one report card for an imaginary student. High School teachers open up Gradekeeper. Task: Open up the report card folder and fill out one report card for an imaginary student. High School teachers open up Gradekeeper.

23. Assessment.rbe.sk.ca Visit this website to get: Visit this website to get: Up to date info on our assessments and benchmarks Up to date info on our assessments and benchmarks Download rubrics Download rubrics Post a question on our message board Post a question on our message board

24. The End