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Assessment and Evaluation for Improved Student Learning Provincial Training Science & Technology Grades 1 - 8 Spring 2007. Assessment and Evaluation Policy: Updated. Assessment and Evaluation of Student Achievement pp. 21 – 27 Basic Considerations (p. 21)
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Assessment and Evaluationfor Improved Student LearningProvincial Training Science & Technology Grades 1 - 8Spring 2007
Assessment and Evaluation Policy:Updated • Assessment and Evaluation of • Student Achievement • pp. 21 – 27 • Basic Considerations (p. 21) • The Achievement Chart for Science and Technology (p. 23)
Basic Considerations: • The primary purpose of assessment and evaluation is to improve student learning. 3
Basic Considerations: • “Assessment” defined Assessment is the process of gathering information from a variety of sources…that accurately reflects how well a student is achieving the curriculum expectations…Teachers provide descriptive feedback to guide students’ efforts toward improvement. 4
Basic Considerations: • “Evaluation” defined Evaluation is the process of judging the quality of student work on the basis of established criteria, andassigning a value to represent that quality. 5
Basic Considerations:Guiding Principles • Teachers must use assessment and evaluation strategies that: • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning 6
Basic Considerations:Guiding Principles • Teachers must use assessment and evaluation strategies that: • Accommodate students with special education needs, consistent with the strategies in their IEP; • Accommodate the needs of students who are learning the language of instruction; 7
Basic Considerations:Guiding Principles • Teachers must use assessment and evaluation strategies that: • Ensure that each student is given clear directions for improvement; • Promote students’ ability to assess their own learning and to set specific goals; 8
Basic Considerations:The Curriculum Expectations All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. 9
Basic Considerations:Guiding Principles A student’s achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. 10
Overall Expectations Specific Expectations Specific Expectations Specific Expectations Specific Expectations Specific Expectations Specific Expectations Specific Expectations Building Blocks – Sign Posts- Evidence – Look Fors
Professional Judgement Overall Expectations EVALUATION Specific Expectations Specific Expectations Specific Expectations Specific Expectations Specific Expectations Specific Expectations Specific Expectations
Basic Considerations:Levels of Achievement Level 3 – Provincial standard Level 1 – Much below standard but still a passing grade Level 2 – Approaches the standard Level 4 – Surpasses standard, but not beyond the grade 13
The Achievement Chart • Intent of the revisions: • Promote consistencyacross grades and disciplines • Clearly definecomponents 14
The Achievement Chart A standard province-wide guide to be used by teachers to make judgements about student work that are based on clear performance standards, and on a body of evidence collected over time
The Achievement Chart The achievement chart is designed to: • guide the development of assessment tasks/tools • help teachers to plan instruction • assist teachers in providing meaningful feedback to students • assess and evaluate student learning
The Achievement Chart • Categories • Levels • Descriptors • Qualifiers 17
Achievement Chart:Categories • Represent 4 broad areas of knowledge and skills. • Interrelated, reflecting the wholeness and interconnectedness of learning. Knowledge and Understanding Thinking and Inquiry Communication Application
Achievement Chart:Descriptors • Indicates the characteristic of a student’s performance with respect to a particular criteria
Achievement Chart:Criteria • Subsets of knowledge and skills that define each category. • The criteria identify the aspects of student performance that are assessed and/or evaluated (i.e., the “look fors”).
Achievement Chart:Qualifiers Some Considerable Thorough/ High degree Limited A qualifier is used to define each of the four levels of achievement.
Next Steps Between now and the date of your training session, have a discussion with your Board implementation team about the messages you heard here today and the sections of the Introduction you read at the beginning of the session. Consider how you will use this information as part of your Board training sessions. If you have questions that were not answered today, please bring them with you to your training session.
Joanie Causarano, Education Officer CAP Branch Joanie.email@example.com 416 325 2100 We look forward to seeing you at our sessions in April! Paul Walsh, Education Officer CAP Branch Paul.firstname.lastname@example.org 416 325 4393 John Ryall, Manager Assessment & Reporting Unit John.email@example.com 416 325 2510