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four Purposes of assessment

four Purposes of assessment. Peter Liljedahl, SFU. Assessment provides students, parents, and teachers with valid information concerning student progress and their attainment of the curriculum.

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four Purposes of assessment

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  1. four Purposes of assessment Peter Liljedahl, SFU

  2. Assessmentprovides students, parents, and teachers with valid information concerning student progress and their attainment of the curriculum. Evaluation, on the other hand, occurs when a mark is assigned after the completion of a task, test, quiz, lesson or learning activity. http://specialed.about.com/od/assessment/a/AandE.htm FOUR PURPOSES OF ASSESSMENT

  3. Assessmentprovides students, parents, and teachers with valid information concerning student progress and their attainment of the curriculum. Evaluation, on the other hand, occurs when a mark is assigned after the completion of a task, test, quiz, lesson or learning activity. IGNORE!!! FOUR PURPOSES OF ASSESSMENT

  4. chance for students to communicate their learning to the teacher • chance for teacher to communicate a student's attainment of learning goals 1. COMMUNICATION – two purposes

  5. Students can hit any target that they can see. - Rick Stiggins 1. COMMUNICATION – hitting the target

  6. TWO PRINCIPLES OF NAVIGATION • you need to know where you are going • you need to know where you are now 1. COMMUNICATION – navigation

  7. TWO PRINCIPLES OF NAVIGATION • you need to know where you are going • students need to know where they are going (for) • you need to know where you are now • students need to know where they are now (of) 1. COMMUNICATION – for and of learning

  8. Where are you going? • prescribed learning outcomes • processes • habits of mind • classroom culture • classroom norms 1. COMMUNICATION – learning goals

  9. Where are you going? • prescribed learning outcomes • processes • habits of mind • classroom culture • classroom norms learning goals TARGET 1. COMMUNICATION – learning goals

  10. 1. COMMUNICATION – setting the target

  11. 1. COMMUNICATION – hitting the target

  12. 1. COMMUNICATION – hitting the target

  13. TWO PRINCIPLES OF NAVIGATION • you need to know where you are going • students need to know where they are going (for) • you need to know where you are now • students need to know where they are now (of) 1. COMMUNICATION – hitting the target

  14. Evaluation is a double edged sword. When we evaluate our students they evaluate us ... for what we choose to evaluate shows what it is we value. - Peter Liljedahl 2. VALUEING – evaluating what we value

  15. prescribed learning outcomes • processes [C, CN, ME, PS, R, T, V] • habits of mind • classroom culture • classroom norms learning goals TARGET 2. VALUEING – expansion of learning goals

  16. 2. VALUEING – 1-1-1 correspondence

  17. 2 3 8 + 8 4 5 1 0 8 4 1 Anna Therone 2. VALUEING – 1-1-1 correspondence

  18. 2 3 8 + 8 4 5 1 0 8 4 1 Ty Pical 2. VALUEING – 1-1-1 correspondence

  19. 2. VALUEING – 1-1-1 correspondence

  20. Students can hit any target that they can seeand that holds still for them. - Rick Stiggins 2. VALUEING – 1-1-1 correspondence

  21. Inform parents • Involve parents 3. REPORTING OUT – two purposes

  22. How is their child doing ... • vis-á-vis the learning goals • are they hitting the target • if not, in what ways are they missing it 3. REPORTING OUT – inform parents

  23. ACTIVE PARTNERS IN LEARNING 3. REPORTING OUT – involving parents

  24. Can you answer the question – what does this student need to do better? such that: • it is true? • it is helpful? ACTIVE PARTNERS IN LEARNING 3. REPORTING OUT – involving parents

  25. The current method for reporting out is woefully inadequate ... but it is a floor, not a ceiling. - everyone 3. REPORTING OUT

  26. 4. - implicit -

  27. Sorting is implicit within: • our society • our actions • our structures for reporting out • our parents' expectations • our students' expectations • our expectations 4. NOT SORTING

  28. Sorting is implicit within: • our society • our actions • our structures for reporting out • our parents' expectations • our students' expectations • our expectations let go! 4. NOT SORTING

  29. 4. NOTSORTING - differentiation

  30. When is a goal achieved? • most recent, most consistent, or on a test? • When does assessment stop? • when do you take away a target? • when does learning stop? • What about assessment as a stick? • zeros? DOWNSTREAM CONSEQUENCES

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