Assessment and Evaluation

1. Assessment and Evaluation in Regina Public Schools

2. Agenda • Assessment for learning • SMART Goals • Regina Public School’s Benchmark program • Report Cards • assessment.rbe.sk.ca

3. Traditional Instruction-Assessment model:Pretest - teach - teach - teach - posttest - assign grades Instruction-Assessment Model with Data Analysis: Pre-assess - analyze results - plan for differentiated instruction - teach - monitor, reflect, and adjust - teach - post-assess Assessment for learning - using assessment results to improve student achievement

4. The Assessment Cycle Analyzing the Data Monitoring and Assessing ResultsSetting Goals Creating Action Plans

5. What is Assessment for learning? • Classroom assessments are used to inform students about their growth in achievement and permits them to feel in control of that growth • It is about using the results effectivelyto promotemaximum student learning • an example of assessment for learning is the writing benchmarks program • Where am I now? Where am I to go? How will I know when I get there?

6. Assessment is not something that is done to students and apart from instruction; assessment must be and must be seen to be something that is done withstudents as an integral part of the learning process. O’conner (2002)

7. Our Goal: Students who are • Informed • Analytical • Actively involved in learning • Personally invested – they “buy in” to what we are doing • Know where they are, where they want to go and how to get there!

8. Tips for High Quality Assessment for learning • Have clear expectations – What is it we are to learn and why? • Student friendly- students understand what they are to do • Clear purpose – students know why we are doing this • Motivational – students enjoy it, they “buy in” • Give Accurate feedback–we give descriptive and helpful feedback • Use a variety of types of assessment techniques(rubrics, portfolios, exit slips, peer evaluation, learning logs, self-evaluation, checklists, anecdotal records, etc.)

9. My experiences with assessment and feedback… • Think about the BEST feedback you have received in your lifetime – in or out of the classroom at any age level! What are the characteristics or circumstances that made that feedback great for you? • Now think of your worst experience with feedback – What were the characteristics or circumstances that made it so awful? • Write your ideas on a sheet of paper and be ready to share and discuss.

10. Feedback • As the number one user of assessment data is the student, feedback must be frequent, descriptive, supportive and linked to future opportunities to demonstrate mastery.

11. Strategies for Meaningful Feedback • Offer descriptive feedback instead of grades, on in-class work as well as homework. • Make clear what work will be included in the final grade from the outset. • Teach students to self-assess, keep track of learning and set goals • Teach students focused revision. Have them practice on other people’s work and their own • Engage students in self-reflection and sharing what they know.

12. Dr. Richard Stiggins says: • Gather dependable evidence • Encourage students to try and learn • Have clear learning targets • Give accurate descriptive feedback • Students need to take responsibility for their own learning • Students must master basic standards • Dr. Richard Stiggins, 2006

13. Assessment for Learning • Show students what good work looks like • Compare their work to that standard • Work towards closing the learning gaps • We must work to instill confidence in students.

14. Our job is to help students believe they’re capable learners • We must help students discover gifts that they didn’t believe they had • We can make success irresistible to our students • Wayne Hulley, 2006

15. Students need and deserve the confidence that their work and loyalty will payoff with positive results…. • Assessment for learning is entirely about delivering that confidence. • Stiggins, 2006

16. Physician’s Creed First, do no harm

17. Educator’s Creed Above all, do nothing to diminish hope! Wayne Hulley, 2006

18. S.M.A.R.T. Goals are: • Specific - distilled down to one thing, an outcome to attain • Measurable - How will we know when we achieved the desired results?Goal can be measured qualitaatively and quantitatively • Attainable - doable, given our capacity (time, resources) • Results Oriented - aimed at specific outcomes that are tangible and observable. Describes outcomes not processes • Time-bound - a time frame to achieve the goal, How will we know we are finished?

19. An Example of a SMART Goal • Within the next two years, 70% of all students will score at the adequate level (level 4) and above on system and school writing benchmarks.

20. SMART Goals • Each school is required to have an academic goal and an aboriginal goal. • The academic goal must be related to either literacy or numeracy • Individual teacher goal supports school goals which in turn supports the system goals/priorities and the Continuous Improvement Plan

21. Benchmark program • The goal of the benchmark program is to promote higher literacy and achievement • Oral Running Records - Grade 1, 2 • Writing Benchmarks - Grade 4, 8, 10 • Math Problem Solving - Grade 3, 6, 9, A30 • Science - Grade 7, 10 Other assessments this year: • CAT 3 test - Grade 5, 9, 12 • Sask. Learning AFL Writing - Grade 5, 8, 11

22. Report Cards • Go out at the end of November, March and June • Elementary teachers are to write 3 to 4 sentences about each student’s progress in Language Arts, Math and Personal and Social Skills • Task: Open up the report card folder and fill out one report card for an imaginary student. High School teachers open up Gradekeeper.

23. Assessment.rbe.sk.ca • Visit this website to get: • Up to date info on our assessments and benchmarks • Download rubrics • Post a question on our message board

24. The End