Our main priority is our students and wanting to see them succeed

Research and Assessment

Week 1

Week 2

Learning Goals

Week 3

Week 4

Week 5

Week 6

Graffiti - Pfizer Commercial

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]

Why Do We Assess?

To get a sense of student
learning and achievement
of learning goals

It's a good indicator of
teacher instruction
effectiveness and if further instruction is needed.

Evaluation is important but so is the process of student achievement. Students should not be made to feel that a grade defines them.

Grading DON'Ts

Give marks for homework or practice: they're still getting there.

Give zeros: this will likely hurt the students' motivation.

Success Criteria

Pertinent Feedback

Scaffolding

Use ALL accumulated evidence to create a grade.

Apply late marks/grade penalties

Give extra credit
or bonus marks

Base grades on
unclear targets

Base grades on
a bell curve

Modifications
for students
on an IEP

Assess students based
on the expectations from the grade that their IEP indicates.

Achievement Chart
(OME, 2010, p.16)

Single-Point Rubric

Common framework:
all curriculum expectations
for all subjects and grades

Helps guide the development
of high-quality assessment
tasks and tools

Helps teacher plan
instruction for learning

Basis for consistent and meaningful feedback to students

Establish categories and criteria with which to assess and evaluate students' learning.

Knowledge & Understanding

Assess basic knowledge or
understanding of concepts

comprehension of its meaning and significance (understanding)

Subject-specific content (knowledge)

Thinking

The use of critical and creative thinking skills and/or processes
(OME, 2010, p.17)

Require students to use reasoning to determine the solution

There may be more than one way to answer these questions

Require students to select more than one tool and sequence them

Application

Require students to select the appropriate "tool"

Representation

Model

Computation

"Fit" it to the problem

The use of knowledge and skills to make connections within and between various contexts
(OME, 2010, p.17)

Require students to get the necessary information

Communication

The conveying of meaning
through various forms
(OME, 2010, p.17)

Levels of Achievement

Level 1: achievement that falls below the provincial standard. Demonstrates with limited effectiveness

Level 2: achievement that approaches the provincial standard. Demonstrates with some effectiveness

Level 3: Provincial standard of achievement. Demonstrates with considerable effectiveness

Level 4: Achievement that surpasses the provincial standard. Demonstrates with a high degree of effectiveness.

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)

Assessment FOR
learning (Diagnostic)

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)

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)

Assessment AS
learning (Formative)

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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)

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).

Floating topic