ASSESSMENT EVALUATION REPORTING

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ASSESSMENTEVALUATIONREPORTING

• EDUC 4615
• Junior ABQ
• Methods

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Agenda

• Purpose of Assessment
• Assessment/Evaluation
• Types of Assessment
• Principles of Assessment
• Task

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• The primary purpose of assessment and evaluation
  is to improve student learning.

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Assessment /Evaluation

• Assessment is the gathering and interpreting of
  information about a student or a group of
  students, using a variety of tools and
  techniques. It is the act of describing student
  performance for the purpose of enhancing student
  learning. It is the ability to compare work with
  a set of criteria to see where you stand on the
  scale. You have an opportunity to improve and
  reassess your position at frequent intervals. You
  may think of assessment as the practice session
  where students improve and solidify their
  learning. Teacher feedback is essential during
  this process.

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• Evaluation is the process of integrating
  information from many sources and using it to
  make judgments about students or program is a
  judgment at a particular point in time. It is
  often an accumulation of information gives a
  specific appraisal based on a set of criteria. An
  evaluation of student work should reflect their
  most consistent and recent efforts. Evaluation is
  done for reporting purposes (report cards, case
  conference).

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Rubric

• Rubrics may be used as both an assessment and
  evaluation tool.
• As an assessment instrument, it allows students
  to assess their own achievement as they are
  working on a task. It is also an opportunity for
  the teacher, while conferencing with a student,
  to point out the differences in levels and to
  give students specific indicators of what they
  must do and how they can achieve at a higher
  level.

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• As an evaluation instrument, it allows the
  teacher to give a fair and unbiased judgment of
  student work. Because it is given to students
  prior to a task, referred to during class, and
  used as assessment over a period of time,
  evaluating using this scale gives a clear
  judgment of student ability and performance.

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Types of Assessment

• Diagnostic assessment designed to give
  information about a students skills in a
  particular area (reading, math, spelling) prior
  to instruction
• Formative assessment designed to take place as
  an ongoing process, and is used to provide
  direction for improvement and adjustment to a
  program for individual students and for a whole
  class (ie in-class observation checklists,
  application)

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• Summative assessment designed to be used at the
  end of a unit or prescribed period of time to
  inform the student and the teacher about the
  extent of student learning progress (tests,
  quizzes, performance task)

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Principles of Assessment

• The principles of assessment have been
  established to ensure that assessment and
  evaluation are valid and reliable and lead to an
  improvement in student learning.

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Principle 1

• Assessment and evaluation strategies should
  address both what students learn and how well
  they learn.

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• Content Standards
• Curriculum Expectations
• What students learn
• Subject and grade specific
• Promote consistency across the province

• Performance Standards
• Achievement Charts
• How well students learn
• High standards for all students
• Promote consistency across the province

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Principle 2

• Assessment and evaluation strategies should be
  appropriate for the learning activities used, the
  purpose of instruction and the needs and
  experiences of students.

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Classroom Assessments

• Closely tied to expectations
• Closely tied to learning activities
• Consider students prior learning
• Consider students needs
• Reflect students backgrounds

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Principle 3

• Assessment and evaluation strategies should be
  communicated clearly to students and parents at
  the beginning and throughout the course/year.

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Communication

• Report Cards
• Informal reports
• Individual Education Plan (IEP)

• Teacher-student conferences
• Teacher-parent conferences
• Teacher-parent-student conferences

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Principle 4

• Assessment and evaluation strategies should be
  fair to all students.

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Achieving Fairness

• Provide choice within the assessment (e.g., topic
  to research)
• Provide choice in the mode of response (e.g.,
  oral report instead of a written report)
• Negotiate time lines
• Make purposes and expectations clear

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Principle 5

• Assessment and evaluation strategies should be
  varied in nature, administered over a period of
  time and designed to provide opportunities for
  students to demonstrate the full range of their
  learning.

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Numerous and Varied Opportunities to Demonstrate
Achievement

• Projects
• Quizzes
• Exams
• Interviews
• Written Reports
• Oral Reports
• Observations

• Oral Questioning
• Portfolios
• Multi-media Presentations
• Performance Tasks
• Assignments

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Assessment Strategies

• Quiz
• Test
• Question
• Essay
• Class Discussion
• Conference

• Poem
• Dramatic Presentation
• Science Experiment
• Research Paper
• Arts Performance
• See the Ontario Curriculum Unit Planner for more
  strategies.

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Assessment Tools

• Check Lists
• Marking Schemes
• Rubrics
• Portfolios

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Assessment Methods

• Paper and Pencil
• Performance Tasks
• Personal Communication

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Principle 6

• Assessment and evaluation strategies must be
  based both on the categories of knowledge and
  skills and on the achievement level descriptions
  for each discipline.

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Categories of Knowledge and Skills

• Knowledge/Understanding
• Thinking/Inquiry/Problem Solving
• Communication
• Application

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Achievement Charts Performance Standards

• broad in scope and general in nature
• describe performance for four levels of
  achievement for all the categories of knowledge
  and skills

• provide a common reference for teachers as they
  design assessments and evaluate students work
• used to provide criteria and feedback to students
  and parents

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Achievement Levels

• Level
• 4
• 3
• 2
• 1
• R or below 50

• Letter Grade
• (Grades 1-6)
• A- A A (80-100)
• B- B B (70-79)
• C- C C (60-69)
• D- D D (50-59)
• R (Below 50)

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Level 3 Provincial Standard

• Teachers and parents can be confident that
  students who are achieving at Level 3 are well
  prepared for work in the next grade.

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Resources

• Exemplars
• Writing
• Reading
• Mathematics
• Social Studies

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Exemplars

• Based on performance task
• Linked to the curriculum expectations
• Standard process for administering the task
• Rubric (based on Achievement Chart)
• Examples of student work for four levels
• Teachers notes and comments

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Performance Tasks

• Present engaging real world, meaningful,
  substantive issues or problems.
• Are directly related to curriculum expectations.
• Focus on what students can do and how they apply
  and extend their knowledge.
• Emphasize the processes students use, rather than
  only focus on the right answer.
• Present students with complex, loosely structured
  problems that allow for a wide range of products.

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Principle 7

• Assessment and evaluation strategies should
  include the use of samples of students work that
  provide evidence of their achievement.

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Samples of Student Work

• show progress through the year
• can be compared to ministry exemplars for
  evaluation
• can be used when conferencing with students
• can be used when communicating with parents
• can be placed in a portfolio

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Principle 8

• Assessment and evaluation strategies should
  ensure that each student is given clear
  directions for improvement.

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Directions for Improvement

• Achievement Charts
• Four categories of knowledge and skills
• Exemplars and Task Specific Rubrics
• Four categories of knowledge and skills
• Report Cards
• Strengths, weaknesses, next steps

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Principle 9

• Assessment and evaluation strategies must
  promote students ability to assess their own
  learning and to set specific goals.

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Self-Assessment and Goal Setting

• Report Card Response Form
• Daily activities and journals
• Agendas
• Portfolios
• Teacher-parent-student conferences
• Student-led conferences

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Principle 10

• Assessment and evaluation strategies should
  accommodate the needs of exceptional students,
  consistent with the strategies outlined in their
  Individual Education Plans (IEP).

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Principle 11

• Assessment and evaluation strategies should
  accommodate the needs of students who are
  learning the language of instruction.

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Assessment Accommodations

• Additional time
• Oral test instead of written test
• Simplify tasks and/or materials
• Specialized equipment
• Assistance of professional or paraprofessional
  staff

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Task

• Go into the Ontario Curriculum Unit Planner.
• Go to the Library and find Teacher Companions.
• Click on the Assessment Companion.
• Find 3 assessment strategies you have used.
• Find 3 assessment strategies you have not used.
• Share with your group and as a group be prepared
  
  to share I new assessment strategy with
  the class.