1. PRIJ 3030 Session 12 Wednesday, November 13th, 2013 Welcome! Please sign in 1.Instructional Sharing 2.Assessment

2. Assessment and Evaluation November 13th, 2013

3. Setting the Context The primary purpose of assessment and evaluation is to improve student learning.

4. Recent Thinking Typically, when people think ‘assessment’ they think about testing what students know and can do, they don’t think about it in terms of improving student learning. Improving learning through assessment depends on 5 key factors: provision of effective feedback to kids active involvement of students in their own learning adjusting teaching to take account of the results of assessment recognizing the influence assessment has on motivation the need for students to be able to assess themselves and understand how to improve

5. Recent Thinking Also, several inhibiting factors were identified such as: tendency for teachers to assess quantity of work over quality of learning greater attention to marking and grading over feedback for improvement strong emphasis on comparing students to each other teachers not knowing enough about their students’ learning needs

6. Is there a difference between assessment and evaluation? In your groups, discuss and come up with a definition/definitions. Is a number or letter a good metaphor for student understanding and learning? Share your responses by writing them on post-its provided and placing them on the chart paper at the front of the room.

7. What is the difference between assessment and evaluation? Assessment involves the process of gathering and analyzing data collected about your students’ performance, abilities and progress. Evaluation involves placing a value or interpreting the sum total of the assessments at the end of a unit or activity.

8. How Has Assessment Changed? Pencil and paper tasks are inadequate for assessment of all expectations. The focus of assessment should be less on the learning of discrete facts. The focus should be on the learning of and making connections to and among the big ideas in the curriculum.

9. Contexts for Assessment and Evaluation There is a tendency to focus on teaching content instead of teaching students. There needs to be a commitment to teach to the strengths, needs and interests of students. Assessment and evaluation should be based on your knowledge of how children develop and learn, and adherence to (Ministry) expectations.

10. HOWARD GARDNER'S MULTIPLE INTELLIGENCES

11. 1. Linguistic Intelligence: the capacity to use language to express what's on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence.

12. 2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does.

13. 3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don't just remember music easily, they can't get it out of their minds, it's so omnipresent.

14. 4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting.

15. 5. Spatial Intelligence: the ability to represent the spatial world internally in your mind -- the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences.

16. 6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.

17. 5. Spatial Intelligence: the ability to represent the spatial world internally in your mind -- the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences. 6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. 7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can't do, and to know where to go if they need help. 8. Interpersonal Intelligence: the ability to understand other people. It's an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other people. 9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities. 7. Intrapersonal Intelligence : having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can't do, and to know where to go if they need help.

18. 8. Interpersonal Intelligence: the ability to understand other people. It's an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other people.

19. 9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.

20. Assessment and Evaluation Practices Grounded in what you know and value about education and how children develop and learn. Knowing your students as individuals so you can recognize and build upon their strengths. Acknowledging and addressing their needs, thoughts and feelings.

21. Assessment Assessment is the gathering and analysis of data collected about your students’ performance, abilities and progress. Knowing and understanding where your students are coming from helps you to plan where they are going. (Schwartz & Pollishuke, 2002)

22. Authentic Assessment It is important to use a variety of assessment strategies rather than the traditional paper/pencil tasks. If students see relevance in the tasks we are giving them, then they will be better prepared to apply the learning they have been engaged in. These kinds of assessments are referred to as authentic or performance-based tasks.

23. Diagnostic, Formative & Summative Assessment What are they? Come up with a definition of each with your elbow partner. Show your own samples of each.

24. Collecting Assessment Data Keep the expectations and the learning goals in mind. Select diagnostic assessment strategies. Collect formative assessment data. Collect summative assessment data. Strive for authenticity and use a variety of alternate assessment strategies. Observe your students objectively.

25. Collecting Assessment Data Planned and spontaneous observations each day and in a variety of settings. Use observation checklists, summary sheets, anecdotal notes as well as notes from interviews and conferences.

26. Collecting Assessment Data Use questionnaires, checklists and inventories. In reading, use running records or miscue analysis Collect and store dated samples of students’ work for easy access. Create checklists to track progress, achievement and task completion.

27. Collecting Assessment Data Provide opportunities for self and peer assessment. Include multi-modal ways to express learning (e.g. projects, media presentation, the Arts). Consider having your students create portfolios to document their learning.

28. Evaluation Evaluation differs from assessment in that it is the application of a value or judgement about student performance. It puts a value on the sum total of all that the students have demonstrated through the assessment strategies used. Evaluation forms the basis for reporting students’ progress and achievement. It can be expressed in a variety of formats ranging from anecdotal comments to the assignment of specific grades. Schwartz & Pollishuke, 2001

29. Evaluating Student Progress Examine all relevant data, looking for patterns of behaviour and evidence of growth. Make inferences and judgements based on a student’s progress and behaviour patterns. Adjust your program to meet individual needs. Use a range of assessment data to generate a grade and link grades to levels of achievement. Grades should never come as a surprise.

30. Learning Goals and Success Criteria

31. Diagnostic Assessment Diagnostic Assessment : the initial data you collect on the students’ needs and interests to help you to make decisions about what and how to teach.

32. Formative Assessment The ongoing collection of information about your students as learners that helps you to make decisions about your program as well as necessary modifications.

33. Summative Assessment A cumulative collection of data that allows you to make evaluative judgements at the end of the unit, term or year.

34. Bloom’s Taxonomy

35. Bloom’s Taxonomy Revised

36. What are the purposes of assessment? http://www.edugains.ca/resourcesAER/PrintandOtherResources/EarlVideo/index.html?movieID=1 What I think they are… (complete before viewing) What they are (note during viewing) What I hadn’t thought of (note during and after viewing) Next steps for me (complete after viewing)

37. Assessment for learning Assessment as learning Assessment of learning EDUGAINS Video Prototype Purposes for Assessment

38. The Purposes of Assessment, the Nature of Assessment for Different Purposes, and the Uses of Assessment Information Purpose of Classroom Assessment Nature of Assessment Use of Information (by whom in order to…) Examples AflDiagnostic Formative AflFormative AolSummative

39. Purposes for Assessment Purpose of AssessmentNature of AssessmentUse of Information Assessment for learningDiagnostic Assessment occurs before instruction begins to determine readiness learn about students The information gathered: used to determine what students already know/do informs teacher’s planning of differentiated instruction Formative Assessment occurs frequently and is ongoing while students are still gaining knowledge and practising skills The information gathered: used to monitor student progress, provide feedback, plan next steps, differentiate instruction and assessment Assessment as learningFormative Assessment occurs frequently and is ongoing during instruction with support, modeling, guidance from teacher The information gathered: used by students to provide feedback to others, monitor their own learning, reflect on learning and set goals Assessment of learningSummative Assessment occurs near the end of a period of learning The information gathered: used to summarize learning and assign a value

40. "Feedback is useful information about performance. It is not praise, it is not evaluation, it is not a number on a standardized test." - Grant Wiggins, 2008

41. ASSESSMENT FOR LEARNING DIAGNOSTIC ASSESSMENT Occurs before instruction begins, to set learning goals and plan instruction and assessment that are differentiated and personalized FORMATIVE ASSESSMENT Occurs frequently and in an ongoing manner during the course of instruction, to monitor progress, provide feedback, and differentiate instruction and assessment Review of recent report cards Consultation with previous teachers, parents, special education teacher Classroom observation (e.g., anecdotal notes) Classroom assessments (e.g., pre-tests, assessment of student’s prior knowledge) Interest inventory Commonly used school board assessments(e.g., oral language screening and reading comprehension tools), as well as assessments of achievement of alternative learning expec- tations (e.g., those relating to daily living, social skills) Professional assessments, if needed Review of any existing transition plans Classroom assessments of various types, using various modes and media that best suit students’ strengths and needs, learning styles and preferences, interests, readiness to learn Provision of timely descriptive feedback to students Use of assessment results to guide further instruction Use of the “moderate marking” process to support ongoing assessment and monitoring of student learning (Learning for All, p. 27)

42. What is 'useful information' about performance? Feedback is value-neutral Feedback must describe what the student did or did not do in relation to the initial expectations (learning targets) Feedback is actionable information, and it empowers the student to make intelligent adjustments to the next attempt to perform

43. How might I communicate 'useful information’ about performance? Feedback Strategies Can Vary In These Ways... Timing: when given how often Amount: # of points how much about each Mode: oral written visual Audience: individual group whole class

44. eModule: Assessment for and as Learning (from EduGains website) http://edugains.ca/newsite/aer2/eModules/courseEngine/assessmentForAndAsLearning.html