1. Assessment and Evaluation July 2005 Sandra Fraser (ext. 3439) YRDSB Curriculum Consultant “Assessment is today’s means of understanding how to modify tomorrow’s instruction.” - Carol Tomlinson

2. Getting Started “From their earliest school experience, students draw life-shaping conclusions about themselves as learners on the basis of the information provided to them as a result of classroom assessments.” R.Stiggins, Student-Involved Classroom Assessment, Prentice Hall, 2001, p. 48

3. Think about all the different ways that you collect and share this information.

4. Most teachers assess students at the end of an instructional unit or sequence. When assessment and instruction are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment.

5. On-going Assessment Diagnostic Assessment (Finding Out) Formative Assessment (Keeping Track & Checking-up) Summative Assessment (Making sure)

6. Diagnostic Assessment Is... Any method, strategy or process used to determine a student’s current level of readiness or interest in order to plan for appropriate instruction. Provides data that can determine options for students to take in information, construct meaning, and to demonstrate understanding of new information. Helps teachers anticipate differences before planning challenging and respectful learning experiences allows teachers to meet students where they are

7. Formative Assessment Is... A process of accumulating information about a student’s progress to help make instructional decisions that will improve his/her understandings and achievement levels. depicts student’s life as a learner used to make instructional adjustments alerts the teacher about student misconceptions “early warning signal” allows students to build on previous experiences provides regular feedback provides evidence of progress aligns with instructional/curricular outcomes

8. Summative Assessment Is... A means to determine a student’s mastery and understanding of information, skills, concepts, or processes. should reflect formative assessments that precede it should match material taught may determine student’s exit achievement may be tied to a final decision, grade or report should align with instructional/curricular outcomes may be a form of alternative assessment

9. On-going Assessment Diagnostic Assessment (Finding Out) Formative Assessment (Keeping Track & Checking -up) Summative Assessment (Making Sure) Feedback and Goal Setting Pre-test Graphing for Greatness Inventory K.W.L. (any graphic organizer) Checklist Observation Self-evaluation Questioning / Popcorn Graffiti Place Mat Teacher ConferencePlace Mat Portfolio CheckPeer Check Reading RecordQuiz ObservationJournal Entry RoundRobinSelf-assessment QuestioningThink-Pair-Share Inside-Outside CirclePeer Conferencing Exit Card/Ticket OutDraw What I Say Group InvestigationRevision & Editing Graphic OrganizersMind Map Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review Writing on Demand Student-Led Conferencing Mind Map or Concept Map Graphic Organizers

10. If they can see it – they can hit it. A target defines academic success, what we want students to know and be able to do. Think of a target with its bull’s-eye in the middle. That center circle defines the highest level of performance students can achieve. Each outside ring on the target defines a level of performance further from the highest level. As students improve, they need to understand that they are progressing toward the bull’s eye. Richard J. Stiggins, Student-Involved Classroom Assessment

11. Evaluation involves the judging and interpreting of the assessment data and, if required, the assigning of a grade. Assessment is the gathering of information and/or observable evidence of what a student can do. Assessment and evaluation, although interrelated, are different processes. Assessment and Evaluation

12. Your job as a teacher is to teach yourself out of a job. It is to take your students to a place where they no longer need you to tell them whether they have done well ~ to a place where they know in their minds and hearts how they have performed because they know the meaning of success. We seek classrooms where there are no surprise and no excuses. Richard Stiggins, Student-Involved Classroom Assessment - page 17

13. Suggested Resources How to Grade for Learning ~ Ken O’Connor Student-Involved Classroom Assessment ~ Richard Stiggins