Title: ASSESSMENT for LEARNING OHASSTA November 3, 2006 Presented by: Peggy Johnson Durham Catholic Distric
1ASSESSMENT for LEARNING OHASSTANovember 3,
2006Presented byPeggy Johnson Durham
Catholic District School BoardEMAIL
peggy.johnson_at_dcdsb.ca
2ABOUT LEARNING
- Consider this
- We Learn About
- 10 of what we READ
- 20 of what we HEAR
- 30 of what we SEE
- 50 of what we both SEE HEAR
- 70 of what we DISCUSS with others
- 80 of what we EXPERIENCE personally
- 95 of what we TEACH to someone else
- Adapted from Eldon Ekwell, 1974
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4INSTRUCTIONAL STRATEGY ADVANCED ORGANIZER
- Individually complete the advanced organizer
handout. - Share your definitions with a partner.
5- ASSESSMENT A continuous process of gathering
information about student learning and
performance from a variety of sources
(assignments, demonstrations, projects, and
tests) over time. As part of assessment, teachers
provide students with descriptive feedback that
guides their efforts towards improvement. - Ontario Curriculum. Social Studies Grades 1 to 6,
History and Geography Grades 7 and 8, 2004, p.9.
6PURPOSES OF ASSESSMENTS
- The purpose of assessment is to
- improve student learning by
Identify student strengths learning needs
Monitor student progress performance
Monitor program effectiveness
Provide ongoing feedback
7- EVALUATION The process of judging the quality
of student work on the basis of established
criteria, and the assigning of a value to
represent that quality. - Ontario Curriculum. Social Studies Grades 1 to 6,
History and Geography Grades 7 and 8, 2004, p.9.
8PURPOSES OF EVALUATION
- The purpose evaluation is to summarize student
progress at a given point in time by
Identify student placement on continuum
Make decisions based on student achievement
Record student performance for tracking
achievement
9- ASSESSMENT versus EVALUATION
- THE PAST THE PRESENT
-
- ASSESSMENT EVALUATION ASSESSMENT
EVALUATION - Learning From Assessment, C.C.C., May 2002,
p.119
10TYPES of ASSESSMENTS
- prior learning starting point
- ongoing descriptive feedback to improve student
learning and enhance instruction - measures student achievement
- Diagnostic
- Formative
- Summative
11Assessment Activities help teachers find the
starting point (Diagnostic) and help students to
learn the knowledge, practice the skills, and
receive descriptive feedback (Formative).
- Pre-test
- Reading Conference
- Observation
- Interview
- Guided Practice
- Homework
- Quizzes
- Advanced and Graphic Organizers, Concept Maps
(literacy learning strategies) - Adapted from Learning from Assessment, Catholic
Learning Cooperative, May 2002.
12Evaluation (Summative) Activities allow
students to demonstrate the knowledge and
skills which have been practiced.
- Unit Test
- Written, Oral, or Visual Report
- Research Process and Product
- Unit Presentation
- Unit Project
- Portfolio
- Laboratory Experiment
- Conducting an Interview
- Debate
- Adapted from Learning from Assessment, Catholic
Learning Cooperative, May 2002.
13ACHIEVEMENT CHART DEFINED
- a standard province-wide guide to be used by
teacher - enables teachers to make judgements about student
work based on clear performance standards and on
a body of evidence collected over time
14PURPOSES OF THE ACHIEVEMENT CHART
- Provides a framework that encompasses all
curriculum expectations for all grade subjects - Guides the development of assessment tasks
(assignments) and tools (rubric or rating scale) - Helps teachers plan instruction for learning
- Assist teachers in providing meaningful feedback
to students - Provide various categories and criteria with
which to assess and evaluate student learning
15ACHIEVEMENT CHART
- CONSIDER A DOCTOR
- Knowledge Understanding
- Does the doctor have general knowledge we expect
them to, such as normal cholesterol levels, body
temperature, blood pressure, etc.? - Application
- Does the doctor choose a thermometer to take a
temperature rather than a stethoscope? - Communication
- Can the doctor read test results, write reports,
talk with patients, write prescriptions, etc.? - Thinking
- When a patient arrives with a set of symptoms,
does the doctor prescribe a series of tests,
analyze the results and plan a course of action?
16ACTIVITY - ACHIEVEMENT CHART
- Complete the chart independently
- Share your results with a partner
- Achievement Chart handouts
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18 ACTIVITY SELF ASSESSMENT
- Self-assess a recent task given to students
according to the criteria from the rubric
19UNPACKING A RICH TASK
- Address the key learnings of unit/strand
- Purpose is clearly stated for students
- Address all or most Achievement Chart categories
explicitly - Provides students with OPTIONS (Write, Say, Do)
- Authentic, engaging, and meaningful
- Provides a clear assessment tool (rubric, marking
scheme or rating scale) with the task
20ASSESSMENT PLANNING Planning with the End in
Mind
21SHIFTING to EXPECTATIONS BASED PLANNING
- Stage One Awareness (Functional Understanding)
- Stage Two Practice (Early Implementation)
- Stage Three Integration (Lasting Implementation)
Topics, Themes, Resources
Teaching / learning strategies
Assessment Evaluation
Expectations
Expectations
Topics, Themes, Resources
Teaching / learning strategies
Assessment Evaluation
Expectations
Assessment Evaluation
Teaching / learning strategies
Topics, Themes, Resources
22DESIGNING DOWN
- EXPECTATIONS
- Identify desired results
- ASSESSMENT AND EVALUATION
- Determine acceptable results
- TEACHING AND LEARNING
- Plan/sequence learning strategies
- TOPICS, THEMES, RESOURCES
- Content
K U Application Communication Thinking
23What does/will your Assessment Plan look like?
- Enduring Understandings desired results the
big ideas students must know -
- Rich Tasks used to determined what the
students know and can do students must be
given opportunities to demonstrate their
learning from their strength WRITE, SAY, DO - Assessments used to help students achieve the
learning goals used to provide timely and
descriptive feedback to students and to monitor
program effectiveness scaffold assessments to
Rich Task
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