1. Our Assessment Journey Literacy Coach: Andrea Hnatiuk Math Coach: Cindy Smith

3. We start and end on time We are a community of professionals, we participate fully, encourage participation from others, and allow ourselves to be learners We create a safe place to be heard, we can take risks We respect everyone’s point of view We use technology appropriately in the spirit of professional learning Our Professional Growth Commitment

4. What will I be able to do when I am done here today? I can identify assessment practices that are for, as, and of learning. What is important for me to learn and understand so that I can hit the target? I must learn and understand formative and summative assessment strategies. What will I do to show that I understand?I can create a professional goal to begin implementing effective assessment strategies that improve student learning outcomes. Moss, C., & Brookhart, M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria: ASCD. Learning Targets

5. How well do I understand assessment?

6. Assessment and Evaluation What distinctions do you make between assessment and evaluation?

7. Your Assessment Experience (as a student) I remember one time when…. A really positive experience for me was when…. One thing I’ve never forgotten is….. Some things I remember my teacher(s) doing are….

8. How does your past experience as a recipient of evaluation colour your present practice as an evaluator?

9. How have your assessment and evaluation practices evolved through your career?

10. Why Do We Assess?

11. What is Assessment? Systematically conducted Contributes to an overall picture of each student’s achievement

12. How Do We Assess? Assessment For Learning Assessment As Learning Assessment Of Learning

13. Formative Assessment Informs our practice Provides information about what students already know (preassessment), are learning, and have learned. What has been learned? What needs to be learned? Relies on specific, descriptive feedback that relies on criteria and is focussed on improvement.

14. Popham (2011) states, “recent reviews of more than 4,000 research investigations show clearly that when the [formative assessment] process is well implemented in the classroom, it can essentially double the speed of student learning … it is clear that the process works, it can produce whopping gains in students’ achievement, and it is sufficiently robust so that different teachers can use it is diverse ways, yet still get great results with their students”. Source: http://newlearningonline.com/2011/02/23/formative-assessment-best-methods/http://newlearningonline.com/2011/02/23/formative-assessment-best-methods/ Popham, J. (2011) Formative assessment- a process not a test. Education Week. Vol 30 (21) pg. 35.

15. Some Formative Assessment Activities Give One Get One

16. …and what do I do with the data?

17. Value Ian Krips (SPDU): Even if you’re doing a bad job of formative assessment, is still doing your students a world of good.

18. Summative Assessment A summary of the level to which students have reached or mastered outcomes Evaluation How students performed in relation to a standard. Considers evidence and decides whether or not students have learned what was needed and how well they have learned it. Reported using grades, numbers, or checks

19. Assessment Evidence Observations Conversations Products

20. Formative During Learning To inform decisions on instruction, and to help students understand where they are in their learning Summative After Learning For communication to parents and for placement

21. Shifting the Balance Western and Northern Canadian Protocol for Collaboration in Education. (2006). Where we were, where we’re going

22. What will I be able to do when I am done here today? I can identify assessment practices that are for, as, and of learning. What is important for me to learn and understand so that I can hit the target? I must learn and understand formative and summative assessment strategies. What will I do to show that I understand?I can create a professional goal to begin implementing effective assessment strategies that improve student learning outcomes. Moss, C., & Brookhart, M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria: ASCD. Learning Targets

23. Education is a journey, where teachers and leaders are learners alongside students. Together we need to make learning more meaningful to students. Together we learn to create an education system that addresses 21 st century learners, children who will be competent citizens in a technological, collaborative global community.