Assessment, Instruction and Learning in Secondary Schools

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Assessment, Instruction and Learning in
Secondary Schools

• Stepping Back to Move Forward
• PART 2 -
• George Clulow Langley School District
• Theresa Rogers University of British Columbia

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(No Transcript)
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Summative Assessment

• Evaluation in order to present conclusions about
  the merit or worth of student performance.
• Assists with accountability and provides
  important information on how groups are
  performing, but is less helpful in making ongoing
  instructional decisions about student learning.
• Examples Canadian Achievement Test, Provincial
  Exams, FSA

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Formative Assessment

• Conducted while learning is in progress to inform
  the student so that growth and improvement can
  take place.
• Provides ongoing information crucial to bridging
  what students already know to what they need to
  learn.
• Examples Teacher developed tests, quizzes,
  rubrics, homework, observations, etc. and
  teacher/student co-created criteria.

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Relationships between Summative and Formative
AssessmentAnd Assessment OF, FOR, AS Learning

• Summative assessments are primarily used OF
  learning Evaluations, judgments or decisions
  about the worth or merit of student performance
  in relation to a set of (external) expectations
  or standards of performance

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Formative assessments are primarily used

• FOR learning to seek and interpret evidence for
  teachers and students to use in order to know
  where learners are, where they need to go, and
  how to get there
• And
• AS learning Purposely using assessment
  activities to directly inform learning, e.g
  developing the criteria for assessment with the
  students and then examining work in progress to
  judge what is needed next.

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• More than ever we need to help students become
  learners -- to navigate an increasingly complex
  range of information, and to do so strategically
  and critically.
• "One weekday edition of the New York Times
  contains more information than the average person
  was likely to come across in a lifetime in 17th
  century England" The Walrus, May, 2005, p.
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Anticipation Guide
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KWL Chart
What I KNOW about What I WANT TO KNOW about What I have LEARNED about

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Vocabulary in Context

• Pluto
• Sun
• Occultation
• Asteroids
• Orbit
• Perihelion

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Math Word Sort
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Math Word Sort Activity
In your table groups, and continuing over the
break, sort the words into four or five
categories or groups that are related in a
mathematical or geometrical manner. Be prepared
to explain and justify your categories.
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Setting Criteria With Students Generic Steps
and Questions
Step 1) Brainstorm and record a first draft
list of criteria Teacher says In your groups,
discuss, record, and be prepared to share with
the whole class whats important, or what would
make an excellent (task, product, or performance
to be assessed e.g. presentation, role play,
essay etc, etc) Teacher records brainstormed list
from students on board or chart.
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Step 1 Continued
If the teacher notices that students are missing
an important aspect or criterion, the teacher
says Do you think (missing idea or criterion)
is also important? Discuss in your groups. After
students have briefly discussed the suggestion,
the teacher asks Should we add it to our list.
Usually students agree, and new items are added.
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Step 2) Organize and categorize the list
Teacher says In your groups, organize these
ideas into 3 to 5 categories, and be prepared to
share with the rest of the class. Teacher
develops a master copy of the categorized list
from the students lists and records it on the
board or chart.
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Step 3) Post or record final list for student
use
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Step 4) Weight or emphasize the more important
criteria, looking for the match to outcomes or
purpose
Teacher says Given what we have been focussing
on, or trying to achieve, are there any of these
criteria more important than others in the list?
Discuss in your group. Record emphasis, or
focus.
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Step 5) Revise and refine in the light of
experience
Teacher says to self and students Now that
weve used this set of criteria once, do we need
to make changes or additions for the next time we
use it?
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Criteria for an Effective Journal Entry
Makes specific references to the text. Focuses
upon the important ideas in the text. Offers
personal views, insights, and reactions to the
text. Offers questions, speculations and
information about the text. Depending on the
instructional emphasis, teachers would focus on a
particular aspect or aspects of the text that the
students are reading e.g. character, main ideas,
issues, events, theme, literary techniques,
purposes, comparison and contrast etc.
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This is just to say

• I have eaten the
• plums
• that were in
• the icebox
• and which you were probably
• saving
• for breakfast
• Forgive me
• they were delicious
• so sweet
• and so cold W.C. Williams

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Discussion of Poem

• As a group at each table, share your responses to
  the poem for 5 minutes
• What do you like about it?
• What does it remind you of?
• What in the poem stands out and why?
• After 5 minutes, take 2 to 3 more minutes to fill
  out the rubric for assessing literature
  discussions. Do this individually or as a group.

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Sample rubric for self-assessing high
quality literature discussions Circle or
highlight relevant boxes
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Wrap up activity

• I came to these webcasts expecting.....
• I got....
• I want next......