1. Communication Skills: Connecting Personally Sheridan Institute of Technology and Advanced Learning Wednesday, April 27, 2005 Michael Kunka, TCDSB Literacy Resource Teacher michael.kunka@tcdsb.org

2. AGENDA 1.Backwards Design Model 2.Assessment and Evaluation 3.Achievement Chart and Senior Writing Expectations 4.Rubric Based Assessment and Evaluation

3. Beginning with the End in Mind

4. To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction. Stephen R. Covey Planning with the End in Mind

5. Assessment and Evaluation There is a clear distinction between assessment and evaluation. The teacher assesses a student’s progress throughout the term, using a variety of strategies and tools. The teacher evaluates a student’s progress usually at the end of a term basing the evaluation on the student’s best, most consistent work. A Guide to Effective Instruction in Reading p. 12.3

6. Assessment and Evaluation Compared Common Elements: Focused on expectations Engaging for students Enhancing students’ knowledge and skill adapted from Ken O’connor, How to Grade for Learning: Linking Grades to Standards

7. Comparison…….…...con’t. Formative Assessment Introduction, instruction or practice for students learning knowledge and/or skill Introduce criteria, allow for feedback, self- assessment, and guided practice May be narrow in focus – introduce or provide practice on specific skills and knowledge Information for report card comments adapted from Ken O’connor, How to Grade for Learning: Linking Grades to Standards

8. Comparison…….…...con’t. Summative Assessment (Evaluation) Students demonstrate knowledge/skill on which they have had opportunity to practice Are based on known criteria Usually broader – integrate important skills and knowledge Information for report card grades and comments adapted from Ken O’connor, How to Grade for Learning: Linking Grades to Standards

9. Thinking Then …Thinking Now Grading The Past The Present Assessment Evaluation

10. Achievement Chart for English and Senior English Writing Expectations

11. The Achievement Chart The achievement chart identifies four categories of knowledge and skills in English: 1. Knowledge/Understanding 2. Thinking/Inquiry 3. Communication 4. Application These categories are presented on a four point scale Encompasses the performance standard

12. Achievement Chart for English Purpose: Guides teachers in planning instruction and learning activities that will lead to the achievement of curriculum expectations Guides students in assessing their own learning and planning strategies for improvement Provides parents with an overall description of achievement at each level Facilitates openness and clarity of achievement levels amongst all stake holders

13. Senior English Writing Expectations All curricular expectations are encompassed in the achievement chart English Writing Expectations fall into two categories: 1. Overall Expectations 2. Specific Expectations Provide the content standard

14. Overall Expectations for Writing They describe in general terms the knowledge and skills that students are expected to demonstrate by the end of the term The Ministry has identified 5 Overall Expectations

15. Specific Expectations for Writing They describe the expected knowledge and skill in greater detail The Ministry has sub-divided the expectations under the following headings: 1. Generating ideas and gathering information 2. Choosing the form to suit the purpose and audience 3. Organizing ideas and information in written work 4. Revising drafts 5. Editing, proofreading, and publishing

16. Rubric Based Assessment/Evaluation allow assessment to be more objective and consistent focus the teacher to clarify his/her criteria in specific terms clearly show the student how their work will be evaluated and what is expected promote student awareness of the criteria to use in assessing peer performance provide useful feedback regarding the effectiveness of the instruction provide benchmarks against which to measure and document progress

17. A Final Thought “All scoring by human judges, including assigning points and taking them off … homework is subjective. The question is not whether it is subjective, but whether it is defensible and credible. The AP and IB programs (are) credible and defensible, yet subjective. I wish we could stop using that word [scoring] as a pejorative! So called objective scoring is still subjective test writing.” Wiggins, Grant, January 19, 2000 answering a question on chatserver.ascd.org

18. Questions ?