Assessment & Evaluation

1. “Classroom teachers have the primary responsibility for assessing and evaluating student achievement with the intent of supporting student learning.” (Canadian Teachers’ Federation, 1999) Assessment & Evaluation

2. When you think of Assessment, what is the first tool that comes to mind?

3. We know some of this information might be a repeat , but it's really important so we hope the refresher helps. A & E Disclaimer

4. What is A & E Myth Busters & Late policy suggestions Blooms Taxonomy The Evaluator Authentic Assessment Design Down Tools & Strategies Hang Your Thoughts A & E Agenda

5. Assessment is the gathering of reliable information pertaining to students’ knowledge and understanding of critical concepts, or achievement in relation to the grade specific curriculum expectations Evaluation is the process of making judgements, based on assessment data from a variety of sources in order to quantify achievement or progress Assessment & Evaluation

6. Assessment enables teachers to better understand how schooling is being experienced from the students’ point of view. It is primarily for teachers. Evaluation helps students better understand standards and quality in terms of their production. It is primarily for students. A vs. E

7. Combine it Create it differently Question it Generalize it Assess it Teach it • Explain it • Use it • Compare/Contrast it • Relate it • Transfer it • Discover it A & E • A Student Who Understands Can…

8. Myth 1. There are no consequences for students not completing work and not meeting deadlines. Reality 1. To earn a credit students have the responsibility to provide teachers with a body of evidence and to meet established deadlines. Failure to provide a complete body of evidence will negatively impact student achievement.

9. Myth 2. Teachers must accept student work whenever they complete it and decide to submit their work. Reality 2. Students must be given feedback and the opportunity to improve their work, but ultimately are responsible for meeting clearly established deadlines.

10. Myth 3. Process work is not to be marked. Reality 3. Although preparing and revising drafts of work should not be marked, process such as research, preparing a thesis and outline etc. are linked to expectations and should be marked.

11. Provide mini due dates to help keep students on track • Create a 'culture of responsibility' in the classroom • Work together with student to set goals • Promptly notify parents • Institute an 'alternate assignment' policy How to Handle Late Policy

12. A complex activity, not a set of generic skills • Concerned with judging or assessing what is reasonable or sensible in a situation • Focuses on quality of reasoning • Can be done in endless contexts • A person is thinking critically only if he/she is attempting to assess or judge the merits of possible options in light of relevant factors or criteria Critical Thinking

14. The Evaluator

15. Traditional Assessment: • Traditional assessment has placed an emphasis on efficient tasks and tests that are perceived as demonstrating the student's educational abilities Examples of Traditional Assessment: • quiz, multiple choice test, spelling test Traditional vs. Authentic Assessment

16. Authentic Assessment: • Authentic assessment aims to evaluate students' abilities in 'real-world' contexts Traditional vs. Authentic Assessment Examples of Authentic Assessment: • science experiment, solving math problems that have real-world applications, writing a business letter, changing the oil on a car

17. In Context: If you were asking a student to demonstrate that they are capable of writing a letter, a traditional assessment might be a spelling quiz and then a multiple choice test the student's understanding of what is involved in writing a letter. An authentic assessment would be asking the student to actually write a letter and then grading it based on a series of criteria provided in a rubric. Traditional vs. Authentic Assessment

18. Involves addressing 3 basic steps: 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction Design Down

19. * AssessmentBinder * Discussions • Allows for oral explanation of knowledge. Tools & Strategies

20. * Summative Assessment – Ideas: • Drama Presentation • Conference • Create a game • Create own test * Mind Maps * Student Journals Tools & Strategies

21. Some Things to Remember: • Diversity of Learners • Use different modes of assessment/evaluation • Long range planning • Backward/ design down planning • Assessment is not a secret • Share your rubrics with students • Use a team approach • Keep parents informed Tools & Strategies

22. Hang Your Thoughts

23. Aitken, Nola, Lydia Pungur. Alberta Education. Authentic Assessment. Retrieved 4 February 2009, from:http://education.alberta.ca/apps/aisi/literature/pdfs/Authentic_Assessment_UofAb_UofL.PDF Gini-Newman, Garfield (2009) How Authentic Assessments can Motivate and Inspire Students [PowerPoint slides and PDF Document] Retrieved from OISEnet. Province of British Columbia Ministry of Education. (1999). Physical Education Appendix D: Assessment and Evaluation – Generic Tools. Retrieved 3 February 2009, from: http://www.bced.gov.bc.ca/irp/pe810/apdgt.htm Strachan, Jim. (2006). Supporting Beginning Teachers: Assessment and Evaluation Tips from 2nd Year Teachers & Mentors. Retrieved 3 February 2009, from:http://schools.tdsb.on.ca/asit/standards/btstart/AssessK8.pdf Teacher Vision. Authentic Assessment Overview, Retrieved 4 February 2009, from:http://www.teachervision.fen.com/teaching-methods-and-management/educational-testing/4911.html Witte, Jane. (2009) Assessment and Evaluation in the Family Studies Classroom [PowerPoint slides]. Retrieved from Blackboard. Sources