DAY 2

1. DAY 2 Evaluation and Reporting Betsy Murphy, Matt Russell & Trista Hollweck March 18th, 2011

2. Energizer • Something good in my world

3. KWL Ogle (1986)

4. “New Reporting Practices” Remember that in the end it will be teachers who make a difference in students’ school lives. It is teachers who will either lead the change or resist and stymie it. The focus of school change has to be on supporting teachers in their efforts to become more expert and reorganizing all aspects of the educational system so that they can teach as expertly as they know how.

5. Triangulating Evidence of Learning Observation of process Conversations about what they know Collection of Products

6. Common Assessments Any assessment given by two or more instructors with the intention of collaboratively examining results for: • Shared learning • Instructional planning for individual students • Curriculum, instruction, and/or assessment modifications

7. Why common Assessment? • Think/Group/Share

8. Why Common Assessments? • Efficiency – by sharing the load, teachers save time • Fairness – promotes common goals, similar pacing, and consistent standards for assessing student proficiency • Effective monitoring – provides timely evidence of whether the guaranteed and viable curriculum is being taught and learned

9. Why Common Assessments? • Informs individual teacher practice – provides teachers with a basis of comparison regarding the achievement of their students so they can see strengths and weaknesses of their teaching • Team capacity – collaborative teacher teams are able to identify and address problem areas in their program • Collective response – helps teams and the school create timely, systematic interventions for students

10. Why Common Assessments? Assessment for learning, when done well, is one of the most powerful, high-leverage strategies for improving student learning that we know of. Educators collectively become more skilled and focused at assessing, disaggregating, and using student achievement as a tool for ongoing improvement. Michael Fullen

11. Information gathering and interpretation • Gathering information • Recording information (observations, evidence) • Comparing results with expectations • Planning • Goal • Focus on evaluation • Means and tools • Communication • Informing the student and his/her parents of the learning acquired Evaluation Process • Judgment • Analysis and synthesis of the information gathered • Determination of the status or level of competency development • Decision - action • Choice and implementation of actions to ensure that students pursue their learning

12. Learning depends on feedback • Learning requires high-quality, useful descriptive feedback. • Learning requires continuous feedback and opportunities to use feedback. • Learning requires grasping the purpose of the task, not just understanding the question.

13. Most Powerful Feedback • Written • Descriptive • Timely How can you communicate progress?

14. How Should a School Respond When Kids Don’t Learn? • By ensuring a student receives increased levels of time and support • In a manner that is timely, • Increasingly directive (not invitational), and • SYSTEMATIC

15. Hard Facts • Frequent and timely monitoring of student learning is an essential part of effective teaching. • Good teachers are assessing all the time. • Students and teachers benefit if periodically formative assessments are created by a collaborative team of teachers and given to all students for whom that that team is responsible.

16. Concept Mapping • Look at the examples of mind maps and concept maps and pull out the similarities and differences • P. 285

17. Exploring Linking Words • P. 297 • Generate our own list • Applying our knowledge

18. What it means to be an effective Teacher • Post-it notes for ideas • Topics/categories • Organize thoughts

19. Effective Teachers know understand Content Learner comprehend possess knowledgeable Assessment & evaluation know understand Personal Qualities understand Needs Learning Styles Subject Area like Broad Areas of Learning variety of Love of Learning utilize like like Tools Positive Ethos Cross Curricular Competencies Enthusiasm Instructional processes such as such as Instructional Organizers becomes Tactics promote like like Instructional Concepts Instructional Skills Instructional Strategies develop encourage advance CreativeLearningExperiences Self-Directed Learning facilitate MeaningfulLearningExperiences allow SafeLearningEnvironment enhance foster foster  Teach For Meaning 

20. What’s new from MELS and what does it mean for us as teachers?

21. Amendments to the Basic School Regulation (law): • Required reporting dates • Reduction of competencies to report • Reduction of cross-curricular competencies to report (not called CCC’s anymore either) • How final mark is calculated (weighting of terms) • Value of MELS required exams (only affects ELA for grade 6 exam)

22. Why the changes? • Clarity of communication for Parents • Reduction of marking load for Teachers • Increased visibility of “knowledge” within the competencies • The intention is NOT to change the focus from competencies – we are still developing and evaluating competency.

23. Number and type of communications • 1st written communication issued no later than October 15th (the school determines the format) • Three report cards per year, issued no later than: • November 20* • March 15 • July 10

24. Elementary Report Card Note: for ELA, this will mean reporting on 3 competencies: Talk, Reading/Listening (including media) and Production (including media)

25. Elementary Report Card

26. Secondary Report Card Note: for ELA, this will mean reporting on 3 competencies: Talk, Reading/Listening (including media) and Production (including media)

27. Secondary Report Card

28. Provincial report card for elementary and secondary

29. Ministerial examinations

30. Results for Terms 1 and 2 For Terms 1 and 2, the teacher communicates a mark expressed as a percentage that reflects the student’s knowledge and subject-specific competencies, based on the evaluations carried out during the term (tests, assignments, etc.).

31. Subject mark Whether for one of the terms or for the final mark, a subject mark expressed as a percentage is calculated automatically on the basis of the weightings assigned to the subject-specific competencies by the Minister (in this case, 33%–33%–34%). A group average expressed as a percentage is always with the subject mark.

32. Results for Term 3 (competency report – small “c” & “r”) For the last term, the teacher prepares a competency report that covers the student’s overall learning (knowledge and subject-specific competencies) and communicates a mark expressed as a percentage.

33. Final mark The report card for the last term also includes a final mark, which is calculated automatically using the results of all three terms, in accordance with the respective weighting of each term (20%–20%–60%), as well as the results on the compulsory examinations set by the Ministerfor grade 6 (80% - 20%) and for Secondary V (50% - 50% - no change from years past).

34. Framework for the Evaluation of Learning (new document) • Each subject has one • Gives the guidelines for evaluation – dealing with: • The weighting of each competency • The observable evaluation criteria for each competency • The evaluation of knowledge in each competency

35. Framework for the Evaluation of Learning • Evaluation still covers learning as a whole: both the acquisition of knowledge, and the application of knowledge. We’re still evaluating competency, not just knowledge! The Framework is to be used with the QEP and the Progression of Learning

36. Evaluation Criteria - Talk • Communicating Ideas • Communicating for learning • Using language conventions The Criteria are the same for both Elementary and Secondary, but the expectations and explanations are different.

37. Evaluation Criteria – Reading/Listening • Constructing meaning • Making connections • Using structures and features • Reading critically

38. Evaluation Criteria – Production • Organizing texts • Adapting for audience and purpose • Applying structures and features of texts • Applying language conventions

39. How do the Progression of Learningand the Framework for the Evaluation of Learning fit with theQEP? Elementary

40. The Progression of Learning is like an addendum to the QEP detailing some specific knowledge and skills that need to be acquired in order for students to display competency through applying this knowledge in a rich context (e.g. complex task; LES; ES) Program description pages: explaining what competency entails in each subject domain. Procedural knowledge Factual knowledge Contextual knowledge

41. Mathematics WEIGHTING

42. Evaluation Criteria Elementary C1: Evaluate the student’s ability to apply the knowledge acquired by means of situational problem.

43. Evaluation Criteria Secondary C1: Evaluate the student’s ability to apply the knowledge acquired by means of situational problem.

44. Evaluation Criteria Elementary C2: To Reason Using Mathematical Concepts & Processes

45. Evaluation Criteria Secondary C2: Uses Mathematical Reasoning

46. Evaluation Criteria Elementary & Secondary C3: Communicates by Using Mathematical Language *The student must be provided with feedback on this criterion, but the criterion must not be considered when determining the student’s mark in the report card.

47. New Orientations in Evaluation Geography, History and Citizenship Education Elementary Cycles 2 & 3

48. Social Studies Big Picture: Grade 7 – Geography Grade 3 – Geography, History and Citizenship Grade 5 – Geography, History and Citizenship Grade 7 – History and Citizenship (Sedentarization- Middle Ages) Grade 9 – History and Citizenship (Quebec and Canada) Grade 11 – Contemporary World Credits usually needed for graduation Grade 8 – History and Citizenship (Renaissance – Civil Rights) Grade 10 – History and Citizenship (Quebec and Canada)Graduation Requirement Grade 4 – Geography, History and Citizenship Grade 6 – Geography, History and Citizenship Grade 8 – Geography

49. Competencies • Competencies remain! • All three competencies are combined into one…supercompetency! • The one competency is worth 100% of the mark • Evaluation is now based on the criterion “Appropriate use of knowledge”

50. Appropriate Use of Knowledge • Evaluation is based on the intellectual operations • These are specific disciplinary thinking skills • Common to all social studies programmes in the QEP • Compose 76% of the Ministry examination in grade 10