Student Assessment and Evaluation

1
Student Assessment and Evaluation
2
Key Concept

• For OSS courses, the provincial Program Planning
  and Assessment policy document is the authority
  for school policy.

3
Why are students assessed and evaluated?

• Under OSS, the primary purpose of assessment and
  evaluation is to improve student learning.
• Assessment evaluation are to be based on
  expectations (content standards) achievement
  levels (performance standards) assessment
  principles (policy document).

4
(No Transcript)
5
(No Transcript)
6
How is the Achievement Chart for the subject
used?

• A guide for consistent assessment and evaluation.
• A guide for gathering assessment information
• A guide for teachers to make consistent judgments
  about the quality of student work
• A method for teachers to provide clear feedback
  to students parents

7
Using Achievement charts

• Teachers will plan assessment evaluation for
  each category to ensure that all expectations are
  addressed
• Teachers will plan a variety of assignments and
  evaluations to match the nature of the
  expectations

8
Using Achievement chartscontinued

• Teachers will balance assessment and evaluation
  to encompass all 4 categories (TACK)
• Achievement charts ensure that students have
  opportunities to perform at all levels on a
  performance task

9
Using Achievement chartscontinued

• Achievement chart may be used as a basis for task
  specific rubrics
• Charts may be used with students to illustrate
  overall characteristics of student work
• Provide discussion of areas for improvement

10
Connecting Expectations to the Achievement Chart

• Consider each of the overall and specific
  expectations for the unit
• What does the expectation mean
• What verb is used
• Does the expectation address one or all of TACK

11
Connecting Expectations to Assessment Methods

• What will this knowledge and these skills look
  like in my classroom?
• What evidence will I accept that will indicate
  student achievement of these learning's
• What is the best way for students to demonstrate
  achievement of these learning's

12
Assessment Methods

• Paper pencil tests, exams
• Performance tasks products, projects,
  experiments, essays, presentations, performances,
  etc
• Personal communication logs, interviews,
  conferencing, journals,

13
Characteristics of Performance Tasks

• Students perform, create or demonstrate some
  significant skills or knowledge
• Students are engaged in meaningful tasks
• There are clear performance criteria
• Tasks are carefully crafted to measure what has
  been laid out
• Students have some choice in selecting or shaping
  the tasks

14
Rubrics

• Are one method of assessing performance tasks
• Are a scoring guide for different types of
  student performance tasks
• Allow students to demonstrate their mastery of
  high level skills with a real world meaning

15
Features of a rubric

• Evaluative criteria used to distinguish
  acceptable from unacceptable responses. Criteria
  can be given equal weight or weighted
  differently. Typical examples of criteria include
  organization, content, neatness, creativity,
  style

16
Features of a rubric

• 2. Quality descriptors describe ways in which
  differences of quality of student tasks are
  judged. There must be a separate description for
  each level

17
Features of a rubric

• 3. Scoring strategy Can either be holistic
  (takes all evaluative criteria into account and
  produces an overall judgment) or analytic (
  involves criterion by criterion scores that may
  be used to produce an overall score.

18
(No Transcript)
19
Why use rubrics

• Provide a direct link between instruction
  assessment of students
• Due to this link teachers are more effective
• Students learn to set goals and strive to reach
  them

20
Why use rubricscontinued

• 4. As students work to develop rubrics they take
  ownership in their learning
• 5. By explaining exemplary learning students can
  focus upon successful outcomes
• 6. Criteria for excellence becomes a benchmark
  for students

21
Why use rubricscontinued

• 7. Identify and clarify specific performance
  expectations provide attainment goals
• 8. Reduce the amount of time teachers spend
  evaluating student work
• 9. Allow teachers to accommodate students with
  special needs at both ends of the spectrum

22
How to construct a Rubric

• Look at models identify the characteristics of
  a good rubric
• Go to http//www.odyssey.on.ca/elaine.coxon/rubri
  cs.htm
• Look at some samples

23
How to construct a Rubric

• 4. List criteria ( each criterion is a key
  attribute of the skill or knowledge being
  assessed)
• 5. Go to http//teachers.teach-nology.com/web_tool
  s/rubrics/
• 6. Answer the questions on the next slide

24
How to construct a Rubric

• Are the criteria clear?
• Do the criteria reflect the key expectations and
  the task?
• Is the number of criteria manageable for students
  ( 3 5)?
• Does each criterion connect to 1 Achievement
  chart category
• Do the criteria reflect the key expectation

25
How to construct a Rubric

• 7. Articulate the descriptors for each level
• 8. Go to http//rubistar.4teachers.org/
• 9. Answer the questions on the next slide

26
How to construct a Rubric

• Do the descriptors clearly differentiate between
  the levels?
• Do the descriptors progress from levels 1 to 4?
• Do the descriptors guide the student and show
  them what is necessary to do better?
• Is each descriptor unitary?
• Are the descriptors aligned with the achievement
  chart levels?
• Given the nature of the criterion are the
  descriptors appropriately indicative of quality
  or quantity?

27
Construct a rubric

• Go to the curriculum planner
• Find a rubric that you could use
• Cut and paste the rubric on to a single sheet and
  briefly evaluate its strengths weaknesses
• Send your rubric and evaluation to
  oliver_at_nipissingu.ca

28
Instructions for Planner

• Firstly, you need to have the unit you want to
  modify or cut and paste from in your LIBRARY.
• Go to Library and choose WEB Index tab.
• Then choose UPDATE web Index (you need to be
  online for this to occur).

29
Instructions continued

• Once your updated file has gone through the
  steps...you should have a listing (only 1-8 units
  remember...nothing for 9-12 yet). You click on
  the grade in the box at the top right and scroll
  through units. Make sure you have the toggle
  button on U for units and not P for profiles. and
  E for Elementary and not S for secondary.
• Find a unit you want to edit.
• Click on it once.

30
Instructions continued

• Read over info to see if indeed this is good.
• Then click on the WORLD icon to download it from
  the Internet.
• Then wait. Do this at school where things are
  faster.

31
Instructions continued

• Then it is going to say - "Do you want to open
  this file for modification? (or
  cutting/pasting)...and you say YES.
• It opens (under the A button automatically) and
  you can go through the tabs and look at stuff.