In the educational setting, grading should be based on clear, well-established criteria, ensuring that every piece of accumulated evidence is considered. Teachers must provide pertinent feedback, helping students understand their learning progress and areas needing improvement.
Fairness in assessment and evaluation is grounded in the belief that all students should be able to demonstrate their learning regardless of their socio-economic status, ethnicity, gender, geographic location, learning style, and/or need for special services (Volante, p. 34).
Assessment AS
learning (Formative)
Assessment as learning focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need
to start by presenting and modelling external, structured opportunities for students to assess themselves.” (Western and Northern Canadian Protocol, p. 42)
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Assessment FOR
learning (Diagnostic)
Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.” (Assessment Reform Group, 2002, p. 2)
Occurs before instruction
begins so teachers can determine students’ readiness to learn new knowledge and skills, as well as obtain information about their interests and learning preferences. (OME, 2016, p. 31)
Criterion-referenced
Vs. Norm-referenced
The goal of using a criterion-based approach is to make the assessment and evaluation of student achievement as fair, reliable, and transparent as possible” (OME, 2016, p. 19)
Level 4: Achievement that surpasses the provincial standard. Demonstrates with a high degree of effectiveness.
Level 3: Provincial standard of achievement. Demonstrates with considerable effectiveness
Level 2: achievement that approaches the provincial standard. Demonstrates with some effectiveness
Level 1: achievement that falls below the provincial standard. Demonstrates with limited effectiveness
Levels of Achievement
Communication
The conveying of meaning
through various forms
(OME, 2010, p.17)
Application
Require students to get the necessary information
The use of knowledge and skills to make connections within and between various contexts
(OME, 2010, p.17)
"Fit" it to the problem
Require students to select the appropriate "tool"
Computation
Model
Representation
Thinking
Require students to select more than one tool and sequence them
There may be more than one way to answer these questions
Require students to use reasoning to determine the solution
The use of critical and creative thinking skills and/or processes
(OME, 2010, p.17)
Knowledge & Understanding
Subject-specific content (knowledge)
comprehension of its meaning and significance (understanding)
Assess basic knowledge or
understanding of concepts
Establish categories and criteria with which to assess and evaluate students' learning.
Basis for consistent and meaningful feedback to students
Helps teacher plan
instruction for learning
Helps guide the development
of high-quality assessment
tasks and tools
Common framework:
all curriculum expectations
for all subjects and grades
Single-Point Rubric
Achievement Chart
(OME, 2010, p.16)
Assess students based
on the expectations from the grade that their IEP indicates.
Modifications
for students
on an IEP
Base grades on
a bell curve
Base grades on
unclear targets
Give extra credit
or bonus marks
Apply late marks/grade penalties
Use ALL accumulated evidence to create a grade.
Scaffolding
Pertinent Feedback
Success Criteria
Give zeros: this will likely hurt the students' motivation.
Give marks for homework or practice: they're still getting there.
Grading DON'Ts
Evaluation is important but so is the process of student achievement. Students should not be made to feel that a grade defines them.
It's a good indicator of
teacher instruction
effectiveness and if further instruction is needed.
To get a sense of student
learning and achievement
of learning goals
Why Do We Assess?
The way we view our
students is critical to
assessment. We must
be advocates for them
and want them to
succeed. [Feedforward, D.I., Choice board, elimination of bonus marks, making expectations clear]
