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The Achievement Chart Mathematics Grades 7 - 10

The Achievement Chart Mathematics Grades 7 - 10. Goals of the Achievement Chart Session:. Clarify the purpose of the Achievement Chart Establish common terminology and definitions for the components of the Achievement Chart.

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The Achievement Chart Mathematics Grades 7 - 10

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  1. The Achievement Chart Mathematics Grades 7 - 10

  2. Goals of the Achievement Chart Session: • Clarify the purpose of the Achievement Chart • Establish common terminology and definitions for the components of the Achievement Chart

  3. Definition of the Achievement Chart • The achievement chart is a standard province-wide guide to be used by teachers. It enables teachers to make judgements about student work that are based on clear performance standards and on a body of evidence collected over time.

  4. Purposes of the Achievement Chart • To provide a framework that encompasses all curriculum expectations for all grades and all subjects • To guide the development of assessment tasks and tools, (including rubrics) • To help teachers plan instruction for learning • To assist teachers in providing meaningful feedback to students • To provide various categories and criteria with which to assess and evaluate student learning

  5. Rationale for Change • To increase consistency and clarity in assessment vocabulary • across elementary/secondary panels • across subjects/disciplines • To further advance assessment literacy

  6. Components of the Achievement Chart • Categories • Criteria • Descriptors • Qualifiers

  7. Categories • The categories, defined by clear criteria, represent four broad areas of knowledge and skills. • The four categories should be considered as interrelated, reflecting the wholeness and interconnectedness of learning.

  8. Category:Knowledge and Understanding • Definition: The acquisition of subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding).

  9. Category: Thinking • Definition: The use of critical and creative thinking skills and/or processes.

  10. Category: Communication • Definition: The conveying of meaning through various forms.

  11. Category: Application • Definition: The use of knowledge and skills to make connections within and between various contexts.

  12. Criteria • The subsets of knowledge and skills that define each category in the Achievement Chart. • The criteria identify the aspects of student performance that are assessed and/or evaluated (i.e., the “look for’s”).

  13. Descriptors • A descriptor (e.g., effectiveness) indicates the characteristic of a student’s performance with respect to a particular criteria.

  14. Qualifiers • A qualifier (limited, some, considerable, or high degree) is used to define each of the four levels of achievement.

  15. Goals of the Achievement Chart Session: • Clarify the purpose of the Achievement Chart • Establish common terminology and definitions for the components of the Achievement Chart

  16. ASSESSMENT and EVALUATION

  17. Assessment and Evaluation ACTIVITY: • Discuss with colleagues at your table questions you have concerning assessment and evaluation. • Come to consensus around one question for your table. • Choose a person from your table to record that question on the chart paper provided. • That individual is to post the question on the wall.

  18. Primary Purpose of Assessment and Evaluation The primary purpose of assessment and evaluation is to improve student learning

  19. ASSESSMENT Assessment is the process of: • gathering information from a variety of sources • providing students with descriptive feedback for future development

  20. ASSESSMENT Involves giving feedback to students and helps them to: • get on track • stay on track • improve their work

  21. EVALUATION Evaluation is the process of: • judging the quality of students’ work on the basis of established criteria • assigning a value to represent that quality

  22. EVALUATION • Usually occurs at or near the end of a learning process

  23. Assessment and Evaluation • The expectations represent the content standards • The Achievement Chart represents the performance standards

  24. Assessment and Evaluation What is the connection between overall and specific expectations?

  25. Assessment and Evaluation Do overall expectations have to be evaluated?

  26. Assessment and Evaluation Do ALLspecific expectations have to be evaluated?

  27. Assessment and Evaluation Do allspecific expectations have to be taught?

  28. Assessment and Evaluation Does each expectation have to be “checked off” as it is taught?

  29. Assessment and Evaluation ACTIVITY: • Review with colleagues at your table the question that was posted on behalf of your table group. Has the question been answered to your satisfaction? • If your table group is satisfied that it has been answered, the recorder is asked to remove the question. • If your table group is not satisfied that the question has been answered, please leave the question posted.

  30. REVISED CURRICULUM/ EXISTING RESOURCES

  31. The Ontario Curriculum – Exemplars Grade 7 Mathematics

  32. The Ontario Curriculum – Exemplars Grade 9 Mathematics

  33. Revising Resources ACTIVITY: Step 1: Expectations • In pairs, read the “assigned” expectations. • Check the revised curriculum. • Change the wording, as required, to meet the revised expectation or find a suitable substitute or eliminate if no suitable substitute exists.

  34. Revising Resources ACTIVITY “RULES”: • After working in pairs, share your findings and decisions with your colleagues at the table. • You should make ALL changes on your own sheets to ensure you have a revised resource to take back to share.

  35. Revising Resources ACTIVITY: Step 1: Expectations • Substitute with specific expectations only. • Renumber the expectations, if necessary

  36. Revising Resources ACTIVITY: Step 2: The Task • Read the description. • Are any changes necessary?

  37. Revising Resources ACTIVITY: Step 3: Prior Knowledge and Skills • Read this section. • Are additions or deletions needed?

  38. Revising Resources ACTIVITY: Step 4: Task Rubric • Rename the category names to align with the revised Achievement Chart. • Align the revised expectations with the criteria in the task rubric. • Adjust the criteria, if necessary.

  39. Revising Resources In conclusion . . . . . .

  40. Ordering Documents In writing to: Promotional Products Fulfillment & Distribution Ltd. 80 William Smith Drive Whitby, ON L1N 9W1 or Fax: (905) 668-2499 or E-mail: eduservice@ppfd.com

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