Grade 12 Music Implementation: Assessment and Evaluation

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Grade 12 Music Implementation Assessment and
Evaluation

• Tools for facilitating student improvement and
  recording and reporting student achievement

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Assessment Evaluation

• Definitions
• Differences
• Connections

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Purpose of Assessment

• Assessment is ongoing, and will not usually
  involve a formal mark
• Assessment is formative, and is designed to
  improve student learning.
• Many types of tools may be used in
  assessment(conferencing, anecdotal comments, peer
  review, self-reflection)
• The focus of assessment is on skill development.

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Assessment Agenda

• A powerful collection of tools
• Focuses the primary purpose of an activity
• Provides a shared teacher/student vocabulary
• Ongoing, formative feedback to student
• Tasks, rubrics, and exemplars combine with
  ongoing feedback in the assessment process
• Assessments may or may not be used in determining
  a evaluation.

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The Purpose of Evaluation

• Like assessment, the primary purpose of
  evaluation is to improve student learning.
• Evaluation differs from assessment as it involves
  the valuation of the work, so that it may be
  recorded for reporting purposes.
• Under new curriculum guidelines, assignments are
  graded by level(1-4) with reference to course
  expectations and the categories of the
  Achievement Chart

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Evaluation notes

• Teachers evaluate a product which demonstrates
  achievement of a number of expectations.
• A student should have clear and complete
  information on both what is being evaluated, and
  what success looks like
• This is achieved with the used of rubrics and
  exemplars.

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Issues for Implementation

• Use of the achievement chart categories
• What counts and what doesn't
• The role of strands in evaluation
• Percentage vs. Level
• University and college entrance standards
• Pegged marks.

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Potential Problem

• Concerns have been expressed about using levels
  to record achievement in senior courses,
  especially for those students intending to study
  the subject at a post secondary level.
• At present, it is the intention of the province
  that all schools record and report evaluated
  activities in levels, and report final grades as
  a percentage
• Some type of fair system for admission into
  Colleges and Universities will have to be
  developed

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This completes four years of reform

• A four year, 30 credit diploma
• Content Standards
• curriculum expectations
• Performance Standards
• achievement charts
• Criterion Referenced Assessment
• exemplars and task specific rubrics
• Reporting
• professional judgement
• separation of learning skills

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Expectations-Based Planning
Teaching/ learning strategies
Assessment/ Evaluation tools rubrics
Bundled expectations
Implement- ation
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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 achievement categories

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

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Categories of Knowledge and Skills

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

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Achievement Levels
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Criterion-Referenced Assessment

• An assessment designed to reveal what a student
  knows, understands or can do in relation to
  specific criteria. Criteria in Ontario are based
  on Subject expectations and the Achievement
  Charts
• Intended to identify strengths, weaknesses and
  next steps.
• Criteria are provided to the student in
  task-specific rubrics based on the Achievement
  charts, and demonstrated in the exemplars.
• Criterion-referenced assessment does not rank
  order the student in relation to other students.

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Performance Tasks

• The object of an evaluation should be a
  performance task
• Tasks present engaging real world, meaningful,
  substantive issues or challenges
• They are directly related to curriculum
  expectations
• Tasks focus on what students can do - how they
  apply and extend their knowledge
• They emphasize the skills and processes students
  use, rather than focusing only on the right
  answer
• Tasks present students with complex, loosely
  structured tasks that allow for a range of
  products

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Performance Tasks (cont)

• Tasks
• involve the use of complex thinking skills and
  the extension of knowledge, skills and abilities
• help students make connections and
  generalizations that increase their understanding
  of important concepts and processes
• often encourage a team effort, collaboration,
  group discussions and brainstorming
• make assessment criteria (rubrics) and models of
  high level (exemplars) products available to
  students

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Task Specific Rubric

• A scoring scale, which is a set of achievement
  criteria and descriptions of levels of quality
  used to evaluate students work or to guide
  students to desired performance levels.

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Exemplars

• Models of successful student work
• Show progress through the year
• Can be compared to Ministry exemplars
• Can be used when conferencing with students
• Can be used when communicating with parents
• Can be included in a student portfolio as a model
• Should involve anonymous examples of student work
  at four levels of achievement

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Policy Documents

• Program Planning and Assessment document
• Guide to the Provincial Report Card, Grades 9-12,
  1999

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Resources

• Exemplars
• Grade 9
• Performance task with text and video support
• Grade 11
• Exemplars in production

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Resources

• VIDEOS
• Assessment 99
• TVOntario and Ministry of Education and Training
• Achievement in the Arts Music
• TVOntario and Ministry of Education and Training

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Resource

• A Resource for Assessment, Evaluation, and
  Reporting For Teachers by Teachers, 1999
• (Developed by Kawartha Pine Ridge DSB in
  collaboration with the Ministry of Education)