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Assessment and Evaluation Presentation

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Title: Assessment and Evaluation Presentation


1
Assessment and Evaluation Presentation University
of Windsor Faculty of Education November 2,
2007 Presented by Mr. F. Di Pietro Curriculum
Consultant WECDSB (frank_dipietro_at_wecdsb.on.ca)
2
Assessment

The way we assess affects the way we teach, which
in turn affects how well students learn.
3
Primary Purpose of Assessment and Evaluation is
to improve student learning.
4
Assessment and Evaluation
  • Assessment is the process of
  • systematically gathering information from a
    variety of sources (Assignments, demos, projects,
    performances, and tests)
  • providing students with descriptive feedback for
    improvement
  • Evaluation is the process of
  • judging the quality of student work on the basis
    of established criteria and assigning a a value
    to represent that quality.

5
Assessment Evaluation
  • Assessment should reflect instruction. Teachers
    need to adapt their assessment plans to ensure
    that the needs of all learners are met.

From Leading Math SuccessPage 33
6
Assessment Evaluation
  • The assessment process is multidisciplinary, and
    occurs in a continuous cycle that is fully
    integrated into the learning-teaching process
    at the outset of work (diagnostic) as work
    progresses (formative) and at the conclusion to
    any work (summative).

From Education for allPage 19
7
Assessment Principles
  • Teachers must use assessment and evaluation
    strategies that
  • address both what students learn and how well
    they learn.
  • are based on the categories of knowledge and
    skills and on the achievement level descriptors
    given in the achievement chart.

8
Teachers must use assessment and evaluation
strategies that
Assessment Principles
  • are varied in nature, administrated over a period
    of time, and designed to provide opportunities
    for students to demonstrate the full range of
    their learning
  • are appropriate for the learning activities used,
    the purposes of instruction, and the needs and
    experiences of the students.

9
Assessment Principles
Teachers must use assessment and evaluation
strategies that
  • are fair to all students
  • accommodate the needs of exceptional students,
    consistent with the strategies outlined in their
    IEP

10
Assessment Principles
Teachers must use assessment and evaluation
strategies that
  • accommodate the needs of (ESL) students who are
    learning the language of instruction
  • ensure that each students is given clear
    directions for improvement

11
Assessment Principles
Teachers must use assessment and evaluation
strategies that
  • promote students ability to assess their own
    learning and to set specific goals
  • include the use of samples of students work
    (Exemplars) that provide evidence of their
    achievement

12
Assessment Principles
Teachers must use assessment and evaluation
strategies that
  • are communicated clearly to students and parents
    at the beginning of the course and at other
    appropriate points throughout the course.

13
Evaluation
  • Only summative assessment should be evaluated.
  • Consider most consistent and most recent levels
    and/or marks.
  • Teachers use professional judgment.

14
Kinds of Assessment
  • Teacher Assessment
  • Peer Assessment
  • Self Assessment

15
Effective Assessment and Evaluation Practices
Ongoing oral and written feedback Criterion
Referenced Grading (evaluation on Ontario
Curriculum expectations) Balance of teacher, self
and peer assessment Assessment criteria and
exemplar sample provided at outset of learning
task Addressing learning skills separately
16
Effective Assessment and Evaluation Practices
Use Modes, Medians aware of the pitfalls in
averaging (unusually high or low marks skew the
grade) Process and product may be
evaluated Summative assessments should form the
basis of evaluations Multiple chances to
practice and demonstrate achievement of
expectations (formative assessment)
17
Teaching Analogy
18
The Big Picture
Assessment Evaluation
Equity
Research on Teaching and Learning
Student Learning
Curriculum Documents
Ministry Initiatives/Resources
Learning Tools
19
Some Ministry Initiatives

20
Some Ministry Resources

21
Some other resources provided by MET
  • Elementary Curriculum Units
  • Delivering Curriculum in Combined Grade Settings
  • www.ocup.org/units
  • Electronic Curriculum Planner
  • Exemplars
  • Training materials

22
The Ontario Curriculum Exemplars
  • show the characteristics of student work at each
    of the four levels of achievement
  • promote greater consistency in the assessment of
    student work across the province

23
Course Profile
http//curriculum.org/occ/profiles/profiles.shtml
24
(No Transcript)
25
(No Transcript)
26
  • http//www.wecdsb.on.ca/asseval/index.html

27
(No Transcript)
28
Resources
  • Secondary
  • Ministry of Education Policy Documents
  • Ministry of Education Exemplars
  • Policy to Practice
  • Course Profiles
  • Approved textbooks and teacher manuals
  • Elementary
  • Ministry of Education Policy Documents
  • Ministry of Education Exemplars And York Univ.
    Science Exemplars
  • E.C.U.P. units
  • C.C.C. Mid and End of Year Assessment Units
    (grades 1-8)
  • Developmental Reading Assessment (D.R.A).
  • Approved Board Resources and Textbooks

29
Setting The Stage in Ontario
  • Curriculum Guidelines

http//www.edu.gov.on.ca/eng/teachers/curriculum.h
tml
30
Setting The Stage in Ontario
  • Curriculum Guidelines

http//www.edu.gov.on.ca/eng/curriculum/secondary/
fsl.html
31
Curriculum Guidelines
  • All curriculum expectations are listed
  • Overall and Specific expectations
  • All expectations are grouped in STRANDS

http//www.edu.gov.on.ca/eng/teachers/curriculum.h
tml
32
Ontario Catholic Graduate Expectations (CGEs)
  • These expectations can be seen as a description
    of life roles for our students and are
    applicable to all learners in Catholic schools.

33
Catholic Graduate Expectations
http//www.tcdsb.org/ice/Graduate_Expectations.htm
l
34
Setting The Stage in Ontario
  • Curriculum Revisions

35
Curriculum Expectations
  • The specific expectations for each grade should
    be seen in the context of the overall process of
    building knowledge and skills from grade to
    grade.
  • A coherent and continuous program is necessary to
    help students see the big pictures or
    underlying principles.

36
Improved Alignment
INTENDED CURRICULUM Ministry Curriculum
Expectations
DELIVERED CURRICULUM Instructional Program in the
Classroom
ACHIEVED CURRICULUM Curriculum Expectations
Achieved by the Student
37
From Notable Strategies Closing the GapResearch
and Literature Review - Page 1
Learning
  • It is important that students have
    opportunities to learn in a variety of ways
    individually, cooperatively, independently, with
    teacher direction, through hands-on experience,
    through examples followed by practice

38
Context Connections
Giving students many opportunities to make
connections (with the environment, prior
knowledge and experiences, concrete objects,
etc.) fosters their learning.
39
The Code
A B C D E
F G H I
Please memorize the letter attached to each
symbol.
NCTM 2002
40
The Test
Decode these words
41
Solution
hi badge deaf
42
We dont have to dig very deep in our memories to
find a connection? What childhood game does our
activity point to?
TTT
43
A B C D E
F G H I
44
The Connected Test
Decode these words
45
Assessment and Evaluationfor Improved Student
Learning -Some Key Messages
46
  • Assessment and evaluation
  • Improve student learning
  • Support professional learning

46
47
Emphasis should be on Learning.We havent
TAUGHT it until they have LEARNED it.
48
Draft 2004
49
Achievement Chart
found in each curriculum document
50
The Achievement Chart
  • The Ontario Curriculum is intended for all
    students
  • Achievement Chart
  • Categories
  • Criteria
  • Descriptors
  • Qualifiers
  • Levels
  • Assessment/Evaluation
  • Balanced
  • Most consistent, more recent
  • Criterion referenced

Used for a body of evidence over time
51
Typical Achievement Chart
Achievement Chart Categories
The Achievement Levels Chart found in each
curriculum policy document is a framework for
reporting student achievement over time.
52
Knowledge and Understanding
  • The acquisition of subject-specific content
    acquired in each grade (knowledge), and the
    comprehension of its meaning and significance
    (understanding).

53
Thinking
  • The use of critical and creative thinking skills
    and/or processes.

54
Communication
  • The conveying of meaning through various forms.

55
Application
  • The use of knowledge and skills to make
    connections within and between various contexts.

56
The four categories should be considered as
interrelated, reflecting the wholeness and
interconnectedness of learning.
57
Components of the Achievement Chart
Criteria
  • Subsets of knowledge and skills that define each
    category.
  • The criteria identify the aspects of student
    performance that are assessed and/or evaluated
    (i.e., the look fors).

58
Criteria
  • The subsets of knowledge and skills that define
    each category in the Achievement Chart.
  • The criteria identify the aspects of student
    performance that are assessed and/or evaluated
    (i.e., the look fors).

59
Components of the Achievement Chart
Descriptors
  • Indicates the characteristic of a students
    performance with respect to a particular criteria

60
Descriptors
  • A descriptor (e.g., effectiveness) indicates the
    characteristic of a students performance with
    respect to a particular criterion.

61
Components of the Achievement Chart
Qualifiers
Limited
Some
Considerable
Thorough/ High degree
A qualifier is used to define each of the four
levels of achievement.
62
Qualifiers
  • A qualifier (examples limited, some,
    considerable, or high degree) is used to define
    each of the four levels of achievement.

63
Building a Rubric
64
WHAT ARE RUBRICS?
  • Well-designed rubrics are scoring scales which
    describe criteria and levels of quality used to
    evaluate student work.
  • They are good tools for teaching, learning and
    assessment.
  • They are the basis of criterion-referenced
    assessment.
  • They guide students to desired performance
    levels.
  • A6-2

65
Rubrics
  • Rubrics can be
  • specific to a particular task or
  • generic (such as one for oral presentations)
  • The Achievement Chart is the Basis of all Rubrics

66
The Parts of a Rubric
levels
Levels of Achievement
1
2
3
4
Criterion a
  • Descriptors

Criterion b
Criterion c
Criterion d
67
Designing a Specific Rubric
  • Be as concrete as possible, avoid vague
    descriptors
  • Even progression of descriptors across the levels
  • Use positive terminology

68
Designing a Specific Rubric
  • Differentiate clearly between the four levels of
    performance
  • Establish 3-5 criteria on the performance
  • Develop the descriptors for the levels of
    performance

69
Designing a Specific Rubric
  • When possible involve the students in this
    process
  • Provide exemplars
  • If we expect students to do
  • EXCELLENT WORK, they have to know what EXCELLENT
    WORK looks like

70
WHY USE RUBRICS?
  • improve student performance
  • can be used for holistic and analytical scoring
  • can be used for all types of assessment -
    diagnostic, formative, summative
  • tell students what to pay attention to
  • A6-3

71
WHY USE RUBRICS?
  • help students spot and solve weaknesses in their
    own work and in the work of others
  • use teacher time efficiently
  • provide more informative feedback about strengths
    and areas that need improvement
  • A6-4

72
Why Use a Rubric?
  • Clearly defines standards for students, parents
    and teachers.
  • Guides and promotes learning
  • Increases the reliability of assessment
  • Encourages self-assessment
  • Ensures accountability of student achievement of
    the expectations

73
Why Use a Rubric?
  • Provides consistency in assessment
  • Provides meaning to mark
  • Can and should be used for communication of
    students performance
  • Provides students with immediate feedback
    regarding their work.

74
HOW ARE RUBRICS USED TO ASSESS STUDENT
ACHIEVEMENT?
  • can be developed and used to focus on one or more
    categories of knowledge and skills
  • can include clusters of expectations, performance
    activities and products
  • describe a range of performances in an area
  • can help teachers review the patterns of
    performance over time when multiple assessments
    are undertaken.
  • A6-5

75
When to Use a Rubric
  • Before the task
  • During the task
  • After the task

76
POINTS TO CONSIDER
  • Rubrics dont need to be used for everything
  • Encourage students to help create the rubric
  • Share rubrics with students, parents, and other
    teachers
  • Refine rubrics when a range of samples of student
    work are available
  • Build a file of rubrics and add samples from
    others
  • A6-6

77
Some Assessment Myths
  • Everything has to have a rubric
  • Everything has to have a level
  • Everything has to be assessed

78
Blooms Taxonomy
Evaluation
Synthesis Analysis
Application ? Understanding
Comprehension ?Knowledge
k/u/t/i/a/c
79
Category Quest
How to determine which category to use? What are
you attempting to assess? Look at action
verbs, verb products thinking skills
resource handouts.
80
Evaluation of overall and specific expectations
All overall expectations must be assessed and
evaluated.
Specific expectations are to be selected by
teachers in the process of assessing and
evaluating the overall expectations.
81
Planning with the End in Mind
Guiding Questions
Action
Identify overall and specific expectations
Determine assessment and evaluation strategies
and tools
Design activities, and select resources to meet
student needs
82
Planning with the End in Mind
Guiding Questions
Action
Identify overall and specific expectations
Determine assessment and evaluation strategies
and tools
Design activities, and select resources to meet
student needs
AND how will you respond when a student isnt
making progress?
83
Planning for InstructionPlanning for Assessment
Design activities, and select resources to meet
student needs
AND how will you respond when a student isnt
making progress?
84
Planning for InstructionPlanning for Assessment
85
Assessment


OF LEARNING
FOR LEARNING
  • Diagnostic (before)
  • Formative (during, ongoing)
  • Coaching
  • Provide feedback
  • to students
  • Provide feedback
  • to teachers to inform instruction

Summative (after) Judging Assign
Grades Report on Achievement
86
Balanced Assessment
  • Types of Assessment
  • Diagnostic Assessment assessment for learning
  • Formative Assessment assessment for learning
  • Summative Assessment assessment of learning

Before instruction
Ongoing During instruction
End of unit/instruction
87
POINTS TO CONSIDER
  • Use a variety of strategies
  • Assessment should be ongoing not just at the end
  • Talk to other teachers
  • Develop exemplars (use those provided by MET as
    a template)
  • Test what you teach
  • A6-6

88
Unit Design
  • Planning with the End in Mind
  • Select/cluster expectations from different
    strands in the Ministry curriculum guideline
  • Decide on the type of assessment that will
    provide evidence of the students achievement
    (type of assessment task and corresponding
    assessment tool)
  • Design the learning task (lesson, group work,
    activity, etc.)
  • Assessment Plan must be integral part of the Unit.

89
Putting it all together in the assessment plan
90
Assessment, Evaluation, and Reporting
Considerations for Learning/Assessment Tasks
  • Purpose
  • Achievement Chart Category (ies)
  • Strategy
  • Tool
  • Learning Skills

91
(No Transcript)
92
Balanced Assessment
  • Assessment Methods/Strategies
  • Personal Communication Tasks
  • Assessment activities that require the
    verbalization of thinking and reasoning by
    students to demonstrate depth of understanding
    and feeling
  • Performance Tasks
  • Assessment activities that require a specific
    student performance to show what students can do
    with their knowledge, skills and values
  • Paper/Pencil Tasks
  • Assessment activities that require students to
    present information on paper to demonstrate what
    they know, feel and can do

93
Say ... Write ... or Do?
Let's Hoola!
94
(No Transcript)
95
Portfolios Collecting Student Evidence
  • purposeful collection of student work that
    exhibits students efforts, progress and
    achievements in one or more areas
  • involves the students in the collection,
    selection, self-reflection and evaluation of
    entries
  • contains a variety of dated student products

96
Audio tapes, video, CD
Tracking sheets/Anecdotal Notes
Parent/Guardian responses
Conference forms
Projects / Assignments Tests/Quizzes
Photos
Journals
Writing samples
Self-reflections
Samples subject specific work
Reading Logs
Rubrics
Artwork
97
Teacher as ObserverObservational skills are
critical for good teaching, learning and
assessing and provide reliable data for the
determination of the report card grades.
Teachers will use their professional judgment as
to which observations are included in the report
card grades and ensure that diagnostic, formative
and summative observations are made so that
students have sufficient feedback prior to the
final demonstration of their learning.
Professional Judgement Page 395
98
Assessment, Evaluation, and Reporting
  • What Assessment Tool is Appropriate for an
    Assessment Strategy?

99
Assessment Tools
  • Rubrics
  • Checklists
  • Assessment lists
  • Scorecard Rubrics
  • Marking Scheme

100
Performance Assessment Task
  • Students participate more actively
  • Direct observance of student performance
  • Use predetermined standards criteria
  • Rubrics
  • Criterion - Referenced

101
Good assessment tasks are good learning tasks!
102
On-going feedback
Reporting to Students and Parents
  • What students know and are able to do
  • What students are struggling with
  • What strategies are being used to improve
    student learning

Communication Book
Newsletters
No surprises!
Agenda
Phone calls
Homework chart
Notes
103
Meaningful report Card Comments
  • Structure of Comments
  • Strengths
  • Weaknesses
  • Next steps
  • Content of Comments
  • Curriculum
  • Evidence
  • Achievement
  • Learning skills
  • Style of Comments
  • Concise language
  • Individual comments
  • Positive tone
  • Conventions and Spelling

104
IEP
"A-log"
  • Alternative Replacement Program
  • programs that are not covered by curriculum
    expectations
  • (eg. social, independent life skills, behaviour)

105
  • Students with English as a Second Language
  • Responsibility is shared by the classroom
    teacher, the ESL/ELD teacher, and other staff
  • Wide range of instructional and assessment
    strategies
  • When determining the final evaluation, give
    special consideration to the most recent evidence
    of achievement

On the report card, check the ESL/ELD box to
indicate that accommodations/modifications are in
place
The grade/mark for the strand/subject is based
on achievement of the expectations in the ESL
program which vary from the Grade ___
expectations.
106
  • Student Self-Assessment Peer-Assessment
  • the classroom teacher is responsible for
    evaluating student achievement
  • student and peer assessment provides valuable
    feedback in formative assessments
  • this feedback assists students in focusing on
    their strengths, identifying areas of concern,
    and planning for improvement

107
Self- and Peer Assessment
Feedback
Questioning
Formative Use of Summative Tests
108
Assessment for LearningFeedback
the most powerful single modification that
enhances achievement is feedback.
109
Assessment feedback could have a negative impact,
particularly on low-achieving students, who are
led to believe that they lack ability and so
are not able to learn.
110
Assessment for LearningFeedback
Anecdotal feedback No grade necessary for
formative tasks
Numerical score Right/wrong
111
Feedback
negative effect
positive effect
positive effect
most
positive effect
the less delay, the more improvement
112
  • Students who are given comments only rather
    than marks or marks and comments make more
    gains in achievement and feel more positive about
    the experience (Butler, 1998).

113
Research indicates that oral feedback is more
effective than written feedback, particularly for
low-achieving, at-risk students (James,
McCormick, Wiliam, n.d.). Leading Math success,
p 50
114
Assessment for LearningFeedback
Identify what is done well, what needs
improvement, and how to get there
Specific, Focused
General (need more practice)
115
Assessment for LearningFeedback
Opportunities for students to respond to comments
Little or no follow-up
116
Assessment for LearningFeedback
  • Effective feedback
  • is anecdotal
  • is specific and focused
  • includes opportunities for improvement and
    follow-up
  • is timely

117
It causes students to think about their learning.
Ensure that tables start at year 0 and that
graphs show all tabulated points
I get it! To improve my report, all detailed
data needs to be more consistently presented
118
Six of my students struggled with graphing the
function using all of the relevant datawe should
have a mini-lesson on graphing for that group
It informs teachers on their instructional
approach and next steps.
119
Feedback
Checklist?
Peer?
Oral?
Anecdotal?
Self?
Observation?
Conference?
Written?
Exemplars?
Rubric?
120
Reporting and Communication
121
Related Documents
  • Course of Study Outlines
  • Subject Councils will direct the development of
    common Course of Study Outlines for all grade 9
    to 12 courses using the system-developed format.
  • A copy of the Course of Study Outline must be
    kept on file in the school office and accessible
    to parents and students (OSS 1999 section 7.1).

122
Related Documents
  • Course Handout
  • The course handout, traditionally provided on the
    first day of classes to outline key information
    for students and provide an ongoing reference for
    students and parents, is a key document for
    course planning.

123
Provincial Secondary Report Card
124
Summary Description of Achievement
125
The achievement charts
  • Level 3 is the provincial standard.
  • The descriptions of achievement at level 3
    reflect a high level of achievement. Teachers
    and parents can be confident that students who
    are achieving at level 3 are well prepared for
    work in the next grade or the next course

126
  • When planning instruction and assessment,
    teachers should
  • give students numerous and varied opportunities
    to demonstrate their achievement of the
    expectations across the four categories and
  • provide students with examples of work at the
    different levels of achievement.

127
Percentage Grade on theReport Card
128
  • Seventy per cent of the grade will be based on
    evaluations conducted throughout the course. This
    portion of the grade should reflect the students
    most consistent level of achievement throughout
    the course, although special consideration should
    be given to more recent evidence of achievement.
    (PPA page 15)

129
Example of Average, Median and Mode
Average 65.2 (2)Median 74 (3), Mode (3)
130
  • Thirty per cent of the grade will be based on a
    final evaluation in the form of an examination,
    performance, essay, and/or other method of
    evaluation suitable to the course content and
    administered towards the end of the course. (PPA
    page 15)

131
Final Evaluation
  • The final evaluation may be spread out over a
    period of time toward the end of the course, and
    will require students to demonstrate achievement
    of the course expectations related to the four
    achievement chart categories.
  • The final evaluation is compulsory.

132

Competency/mastery level
Student 1
Student 2
Student 3
133
Learning Skills
  • Learning skills will be assessed according to
    criteria that have been clearly communicated to
    students.
  • It is expected that teachers gather evidence of
    achievement of learning skills with reasonable
    frequency and give feedback to students.

134
Learning Skills
  • The evaluation of the learning skills will not be
    included in the determination of the students
    percentage grade.

135
Learning Skills Indicators Works Independently
- follows instructions, completes assignments on
time, uses time effectively Teamwork - solves
problems collaboratively, contributes ideas and
information to solve problems and make decisions,
shows respect for members of the
group Organization - follows specific steps to
reach goals, revises strategies when necessary,
demonstrates ability to organize and manage
information Work Habits - follows instructions,
uses time efficiently, completes homework on time
and with care Initiative - attempts a variety of
learning activities, requires little prompting to
complete tasks, seeks additional information in
various media
136
Learning Skills
  • Learning skills create a life-long learner.
  • Elementary
  • Cooperation, Class Participation, Conflict
    Resolution, Problem Solving, Homework Completion,
    Initiative, Independent Work, Use of Information,
    Goal Setting to Improve Work.
  • Secondary
  • Work Habits, Works Independently, Teamwork,
    Organization, Initiative
  • Learning skills are excluded from achievement
    grade, except where the curriculum has specific
    expectations such as Phys. Ed. and Drama.

137
Absences, Lates and Missed Evaluations
  • Attendance and punctuality cannot be used in the
    determination of the students percentage grades.
  • Teachers must use this evidence in the evaluation
    of the Learning Skills.
  • When reporting, teachers may comment on the
    significant impact that absences and lates make
    on student achievement of the expectations.

138
Submission of Assignments
  • Teachers must monitor methodically the progress
    of all their students assignments.
  • Sufficient class time should be spent in
    observing and interviewing students as they work
    on their assignments.
  • Students having difficulty with an assignment
    should always be encouraged to seek assistance
    from the teacher and their peers.

139
Provincial Report Card
140
  • Parent / Teacher Conference
  • Parent / Teacher / Student Conference
  • Student Led Conference
  • Review curriculum materials / portfolio
  • Review assessment strategies tools
  • Strengths Weaknesses
  • input from the students
  • GOAL SETTING

141
the quality of the teacher is the most
significant variable for improved student
learning. Assessment for Learning Why, What
and How. Wiliam, D. Orbit OISE/UT, 2007
142
International comparisons indicate that the most
powerful instrument for change in student
performance is improved teaching. Leading Math
Success, p. 41
143
When teachers commit to learning as the focus of
assessment, they change the classroom culture to
one of student success.
D. Cooper, Talk About Assessment, p. 10
144
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145
(No Transcript)
146
Working Toward Alignment
INTENDED CURRICULUM Ministry Curriculum Expectati
ons
DELIVERED CURRICULUM Instructional Program In
The Classroom
ACHIEVED CURRICULUM What Is Being Assessed
147
Moving Away From
And Moving Towards
148
Moving away from
teacher sitting at the front of the classroom
as students work individually at desks
149
teacher - circulating while students work,
interacting with students, making observations
Moving towards
150
Moving away from
the teacher as the sage on the stage
151
the teacher as the guide on the side
Moving towards
152
Moving away from
pencil/paper testing exclusively
153
a variety of assessment strategies
Journals
Observation
Portfolios
Moving towards
154
Moving away from
chalk n talk lessons primarily
155
investigation
brainstorm
a variety of instructional strategies - based
on problem solving
guided exploration
concrete activity
Moving towards
156
Moving away from
assessment restricted to assessment of
learning
157
assessment of learning, as learning, and for
learning
Moving towards
158
Moving away from
assessment at end of unit
159
ongoing assessment
Moving towards
160
Moving away from
following a textbook - page by page
161
planning a cohesive program and selecting from
a variety of supportive resources
Moving towards
162
Moving away from
teacher responsibility for learning
163
shared responsibility with all stakeholders
Moving towards
164
Moving away from
replicate, imitate
165
internalize, understand, apply
Moving towards
166
Moving away from
-3 - 5 -8
mastery of facts and skills
2x 3x 5x
A bh
9 x 8 72
10 of 40 is 4
167
understanding
Moving towards
168
Moving away from
single interpretations
169
multiple perspectives
Moving towards
170
Moving away from
only auditory, visual
171
auditory, visual AND kinesthetic
Moving towards
172
Moving towards improvement in student
learning success for all!
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