Research & Assessment
Final Thoughts

• Ensure students know the criteria for quality work
• Engage students in discussion as to why self-assessment is beneficial
• Ensure anecdotal feedback in addition to scores/grade

o Students take responsibility of their own learning
o Helps students better understand the assessment criteria you provided
o Enables students to include important performance dimensions that would not usually be included in their grade (Ex: effort).
o Teaches students how to give constructive criticism
o Gives information students can use to improve their work.
o Development of metacognitive skills

Self assessment can be defined as “the process by which the student gathers information about and reflects on his or her own learning … [it] is the student’s own assessment of personal progress in knowledge, skills, processes, or attitudes. Self-assessment leads a student to a greater awareness and understanding of himself or herself as a learner” (Ministry of Education, 2002, p. 3).

o Give students options to circle and explain each option clearly as a group before filling out
o Use plain language that is easy for students to understand
o Leave room for students to suggest next steps

How do you assess a student on an IEP?

If the expectations in the IEP are MODIFIED, teachers must check the “IEP” box for that subject/strand on the Progress and/or Report Card and teachers must also include the following statement in the section “Strengths/Next Steps for Improvement”

“This (letter grade/percentage mark) is based on achievement of expectations in the IEP that vary from the Grade X expectations (and/or) are an (increase/decrease) in the (number and/or complexity) of curriculum expectations.”

Knowledge

These items require students to demonstrate:
*subject specific content (knowledge)
*the comprehension of its meaning and    significance (understanding)

These questions assess basic knowledge or understanding of concepts.

Application

These items require students to:
*select the appropriate “tool” (representation,  model, computation) or get the necessary information
*“fit” it to the problem.

Thinking

These items require students to:
*select more than one tool and sequence them (e.g., add first then subtract) or use reasoning to determine the explanation.  There may be more than one way to answer these questions.

Communication

Single point rubric

DEFINITELY A FAVE!

Notes on what needs improvement

Criteria for proficient performance

Notes on how the work exceeds expectations

Help students understand the role of formative assessment.

Begin with clear Knowledge, Understanding, and Dos

Make room for student differences

Provide instructive feedback

Make feedback user-friendly

Assess persistently

Engage students with formative assessment

Look for patterns

Plan instruction around content requirements and student needs

Repeat the process

Regenerates talent

Expands possibilities

Is particular

is authentic

Has an impact

Refines group dynamics

o Gain information on students in order to develop portfolios

o Observing students in instructional settings (notes) observe small groups of students at a time – not full class

o Use abbreviations, write in past tense, support records with evidence, avoid redundancy

o Formative assessment for determining instruction that matches the strengths and needs of the students

o Summative assessment for conferring with families about a child’s progress

o Combination of both formative and summative assessment for consultation with a support staff

Grading

"Grades are so imprecise
they are almost meaningless"
Marzano

DONT: give marks for homework or practice

Checked for completion: yes

Meant to reinforce learning and master skills

DONT: Use zeros

DONT: combine attitude and effort with achievement

DONT: Apply late marks

I believe this applies well for elementary grading however, I can't imagine it being particularly helpful after a certain time frame in grade 11 or 12.

DONT: Give extra credit or bonus marks

DONT: Base grades on unclear target

DONT: Base grades on bell curve

Is it about the learning or the score?

"As testing isn’t going anywhere, it is of value to all those in the teaching and learning process to be more assessment literate."
-Patrick Riccards

"We must constantly remind ourselves that the ultimate purpose of evaluation is to enable student to evaluate themselves."
– Arthur Costa

https://www.youtube.com/watch?v=YtE0OsRWeYI

Provide common framework

Assessment tasks including rubrics

Plan instruction

Basis for consistent and meaningful feedback

Criteria with which to assess and evaluate student learning

Affirms what the person already knows

Points out problems

Is an information dump

tries not to be mean

top down

doesn't offer a plan of action

o “The simple act of establishing objectives and criteria with your students allows them to progress, because they will have a better understanding of what they need to do to reach their full potential.”