Assessment and Evaluation Presentation

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Assessment and Evaluation Presentation University
of Windsor Faculty of Education November 2,
2007 Presented by Mr. F. Di Pietro Curriculum
Consultant WECDSB (frank_dipietro_at_wecdsb.on.ca)
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Assessment

The way we assess affects the way we teach, which
in turn affects how well students learn.
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Primary Purpose of Assessment and Evaluation is
to improve student learning.
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Assessment and Evaluation

• Assessment is the process of
• systematically gathering information from a
  variety of sources (Assignments, demos, projects,
  performances, and tests)
• providing students with descriptive feedback for
  improvement
• Evaluation is the process of
• judging the quality of student work on the basis
  of established criteria and assigning a a value
  to represent that quality.

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Assessment Evaluation

• Assessment should reflect instruction. Teachers
  need to adapt their assessment plans to ensure
  that the needs of all learners are met.

From Leading Math SuccessPage 33
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Assessment Evaluation

• The assessment process is multidisciplinary, and
  occurs in a continuous cycle that is fully
  integrated into the learning-teaching process
  at the outset of work (diagnostic) as work
  progresses (formative) and at the conclusion to
  any work (summative).

From Education for allPage 19
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Assessment Principles

• Teachers must use assessment and evaluation
  strategies that
• address both what students learn and how well
  they learn.
• are based on the categories of knowledge and
  skills and on the achievement level descriptors
  given in the achievement chart.

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Teachers must use assessment and evaluation
strategies that
Assessment Principles

• are varied in nature, administrated over a period
  of time, and designed to provide opportunities
  for students to demonstrate the full range of
  their learning
• are appropriate for the learning activities used,
  the purposes of instruction, and the needs and
  experiences of the students.

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Assessment Principles
Teachers must use assessment and evaluation
strategies that

• are fair to all students
• accommodate the needs of exceptional students,
  consistent with the strategies outlined in their
  IEP

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Assessment Principles
Teachers must use assessment and evaluation
strategies that

• accommodate the needs of (ESL) students who are
  learning the language of instruction
• ensure that each students is given clear
  directions for improvement

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Assessment Principles
Teachers must use assessment and evaluation
strategies that

• promote students ability to assess their own
  learning and to set specific goals
• include the use of samples of students work
  (Exemplars) that provide evidence of their
  achievement

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Assessment Principles
Teachers must use assessment and evaluation
strategies that

• are communicated clearly to students and parents
  at the beginning of the course and at other
  appropriate points throughout the course.

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Evaluation

• Only summative assessment should be evaluated.
• Consider most consistent and most recent levels
  and/or marks.
• Teachers use professional judgment.

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Kinds of Assessment

• Teacher Assessment
• Peer Assessment
• Self Assessment

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Effective Assessment and Evaluation Practices
Ongoing oral and written feedback Criterion
Referenced Grading (evaluation on Ontario
Curriculum expectations) Balance of teacher, self
and peer assessment Assessment criteria and
exemplar sample provided at outset of learning
task Addressing learning skills separately
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Effective Assessment and Evaluation Practices
Use Modes, Medians aware of the pitfalls in
averaging (unusually high or low marks skew the
grade) Process and product may be
evaluated Summative assessments should form the
basis of evaluations Multiple chances to
practice and demonstrate achievement of
expectations (formative assessment)
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Teaching Analogy
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The Big Picture
Assessment Evaluation
Equity
Research on Teaching and Learning
Student Learning
Curriculum Documents
Ministry Initiatives/Resources
Learning Tools
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Some Ministry Initiatives

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Some Ministry Resources

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Some other resources provided by MET

• Elementary Curriculum Units
• Delivering Curriculum in Combined Grade Settings
• www.ocup.org/units
• Electronic Curriculum Planner
• Exemplars
• Training materials

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The Ontario Curriculum Exemplars

• show the characteristics of student work at each
  of the four levels of achievement
• promote greater consistency in the assessment of
  student work across the province

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Course Profile
http//curriculum.org/occ/profiles/profiles.shtml
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• http//www.wecdsb.on.ca/asseval/index.html

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Resources

• Secondary
• Ministry of Education Policy Documents
• Ministry of Education Exemplars
• Policy to Practice
• Course Profiles
• Approved textbooks and teacher manuals

• Elementary
• Ministry of Education Policy Documents
• Ministry of Education Exemplars And York Univ.
  Science Exemplars
• E.C.U.P. units
• C.C.C. Mid and End of Year Assessment Units
  (grades 1-8)
• Developmental Reading Assessment (D.R.A).
• Approved Board Resources and Textbooks

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Setting The Stage in Ontario

• Curriculum Guidelines

http//www.edu.gov.on.ca/eng/teachers/curriculum.h
tml
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Setting The Stage in Ontario

• Curriculum Guidelines

http//www.edu.gov.on.ca/eng/curriculum/secondary/
fsl.html
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Curriculum Guidelines

• All curriculum expectations are listed
• Overall and Specific expectations
• All expectations are grouped in STRANDS

http//www.edu.gov.on.ca/eng/teachers/curriculum.h
tml
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Ontario Catholic Graduate Expectations (CGEs)

• These expectations can be seen as a description
  of life roles for our students and are
  applicable to all learners in Catholic schools.

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Catholic Graduate Expectations
http//www.tcdsb.org/ice/Graduate_Expectations.htm
l
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Setting The Stage in Ontario

• Curriculum Revisions

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Curriculum Expectations

• The specific expectations for each grade should
  be seen in the context of the overall process of
  building knowledge and skills from grade to
  grade.
• A coherent and continuous program is necessary to
  help students see the big pictures or
  underlying principles.

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Improved Alignment
INTENDED CURRICULUM Ministry Curriculum
Expectations
DELIVERED CURRICULUM Instructional Program in the
Classroom
ACHIEVED CURRICULUM Curriculum Expectations
Achieved by the Student
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From Notable Strategies Closing the GapResearch
and Literature Review - Page 1
Learning

• It is important that students have
  opportunities to learn in a variety of ways
  individually, cooperatively, independently, with
  teacher direction, through hands-on experience,
  through examples followed by practice

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Context Connections
Giving students many opportunities to make
connections (with the environment, prior
knowledge and experiences, concrete objects,
etc.) fosters their learning.
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The Code
A B C D E
F G H I
Please memorize the letter attached to each
symbol.
NCTM 2002
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The Test
Decode these words
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Solution
hi badge deaf
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We dont have to dig very deep in our memories to
find a connection? What childhood game does our
activity point to?
TTT
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A B C D E
F G H I
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The Connected Test
Decode these words
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Assessment and Evaluationfor Improved Student
Learning -Some Key Messages
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• Assessment and evaluation
• Improve student learning
• Support professional learning

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Emphasis should be on Learning.We havent
TAUGHT it until they have LEARNED it.
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Draft 2004
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Achievement Chart
found in each curriculum document
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The Achievement Chart

• The Ontario Curriculum is intended for all
  students
• Achievement Chart
• Categories
• Criteria
• Descriptors
• Qualifiers
• Levels
• Assessment/Evaluation
• Balanced
• Most consistent, more recent
• Criterion referenced

Used for a body of evidence over time
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Typical Achievement Chart
Achievement Chart Categories
The Achievement Levels Chart found in each
curriculum policy document is a framework for
reporting student achievement over time.
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Knowledge and Understanding

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

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Thinking

• The use of critical and creative thinking skills
  and/or processes.

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Communication

• The conveying of meaning through various forms.

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Application

• The use of knowledge and skills to make
  connections within and between various contexts.

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The four categories should be considered as
interrelated, reflecting the wholeness and
interconnectedness of learning.
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Components of the 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).

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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 fors).

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Components of the Achievement Chart
Descriptors

• Indicates the characteristic of a students
  performance with respect to a particular criteria

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Descriptors

• A descriptor (e.g., effectiveness) indicates the
  characteristic of a students performance with
  respect to a particular criterion.

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Components of the Achievement Chart
Qualifiers
Limited
Some
Considerable
Thorough/ High degree
A qualifier is used to define each of the four
levels of achievement.
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Qualifiers

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

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Building a Rubric
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WHAT ARE RUBRICS?

• Well-designed rubrics are scoring scales which
  describe criteria and levels of quality used to
  evaluate student work.
• They are good tools for teaching, learning and
  assessment.
• They are the basis of criterion-referenced
  assessment.
• They guide students to desired performance
  levels.
• A6-2

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Rubrics

• Rubrics can be
• specific to a particular task or
• generic (such as one for oral presentations)
• The Achievement Chart is the Basis of all Rubrics

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The Parts of a Rubric
levels
Levels of Achievement
1
2
3
4
Criterion a

• Descriptors

Criterion b
Criterion c
Criterion d
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Designing a Specific Rubric

• Be as concrete as possible, avoid vague
  descriptors
• Even progression of descriptors across the levels
• Use positive terminology

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Designing a Specific Rubric

• Differentiate clearly between the four levels of
  performance
• Establish 3-5 criteria on the performance
• Develop the descriptors for the levels of
  performance

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Designing a Specific Rubric

• When possible involve the students in this
  process
• Provide exemplars
• If we expect students to do
• EXCELLENT WORK, they have to know what EXCELLENT
  WORK looks like

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WHY USE RUBRICS?

• improve student performance
• can be used for holistic and analytical scoring
• can be used for all types of assessment -
  diagnostic, formative, summative
• tell students what to pay attention to
• A6-3

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WHY USE RUBRICS?

• help students spot and solve weaknesses in their
  own work and in the work of others
• use teacher time efficiently
• provide more informative feedback about strengths
  and areas that need improvement
• A6-4

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Why Use a Rubric?

• Clearly defines standards for students, parents
  and teachers.
• Guides and promotes learning
• Increases the reliability of assessment
• Encourages self-assessment
• Ensures accountability of student achievement of
  the expectations

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Why Use a Rubric?

• Provides consistency in assessment
• Provides meaning to mark
• Can and should be used for communication of
  students performance
• Provides students with immediate feedback
  regarding their work.

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HOW ARE RUBRICS USED TO ASSESS STUDENT
ACHIEVEMENT?

• can be developed and used to focus on one or more
  categories of knowledge and skills
• can include clusters of expectations, performance
  activities and products
• describe a range of performances in an area
• can help teachers review the patterns of
  performance over time when multiple assessments
  are undertaken.
• A6-5

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When to Use a Rubric

• Before the task
• During the task
• After the task

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POINTS TO CONSIDER

• Rubrics dont need to be used for everything
• Encourage students to help create the rubric
• Share rubrics with students, parents, and other
  teachers
• Refine rubrics when a range of samples of student
  work are available
• Build a file of rubrics and add samples from
  others
• A6-6

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Some Assessment Myths

• Everything has to have a rubric
• Everything has to have a level
• Everything has to be assessed

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Blooms Taxonomy
Evaluation
Synthesis Analysis
Application ? Understanding
Comprehension ?Knowledge
k/u/t/i/a/c
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Category Quest
How to determine which category to use? What are
you attempting to assess? Look at action
verbs, verb products thinking skills
resource handouts.
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Evaluation of overall and specific expectations
All overall expectations must be assessed and
evaluated.
Specific expectations are to be selected by
teachers in the process of assessing and
evaluating the overall expectations.
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Planning with the End in Mind
Guiding Questions
Action
Identify overall and specific expectations
Determine assessment and evaluation strategies
and tools
Design activities, and select resources to meet
student needs
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Planning with the End in Mind
Guiding Questions
Action
Identify overall and specific expectations
Determine assessment and evaluation strategies
and tools
Design activities, and select resources to meet
student needs
AND how will you respond when a student isnt
making progress?
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Planning for InstructionPlanning for Assessment
Design activities, and select resources to meet
student needs
AND how will you respond when a student isnt
making progress?
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Planning for InstructionPlanning for Assessment
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Assessment


OF LEARNING
FOR LEARNING

• Diagnostic (before)
• Formative (during, ongoing)
• Coaching
• Provide feedback
• to students
• Provide feedback
• to teachers to inform instruction

Summative (after) Judging Assign
Grades Report on Achievement
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Balanced Assessment

• Types of Assessment
• Diagnostic Assessment assessment for learning
• Formative Assessment assessment for learning
• Summative Assessment assessment of learning

Before instruction
Ongoing During instruction
End of unit/instruction
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POINTS TO CONSIDER

• Use a variety of strategies
• Assessment should be ongoing not just at the end
• Talk to other teachers
• Develop exemplars (use those provided by MET as
  a template)
• Test what you teach
• A6-6

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Unit Design

• Planning with the End in Mind
• Select/cluster expectations from different
  strands in the Ministry curriculum guideline
• Decide on the type of assessment that will
  provide evidence of the students achievement
  (type of assessment task and corresponding
  assessment tool)
• Design the learning task (lesson, group work,
  activity, etc.)
• Assessment Plan must be integral part of the Unit.

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Putting it all together in the assessment plan
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Assessment, Evaluation, and Reporting
Considerations for Learning/Assessment Tasks

• Purpose
• Achievement Chart Category (ies)
• Strategy
• Tool
• Learning Skills

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Balanced Assessment

• Assessment Methods/Strategies
• Personal Communication Tasks
• Assessment activities that require the
  verbalization of thinking and reasoning by
  students to demonstrate depth of understanding
  and feeling
• Performance Tasks
• Assessment activities that require a specific
  student performance to show what students can do
  with their knowledge, skills and values
• Paper/Pencil Tasks
• Assessment activities that require students to
  present information on paper to demonstrate what
  they know, feel and can do

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Say ... Write ... or Do?
Let's Hoola!
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Portfolios Collecting Student Evidence

• purposeful collection of student work that
  exhibits students efforts, progress and
  achievements in one or more areas
• involves the students in the collection,
  selection, self-reflection and evaluation of
  entries
• contains a variety of dated student products

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Audio tapes, video, CD
Tracking sheets/Anecdotal Notes
Parent/Guardian responses
Conference forms
Projects / Assignments Tests/Quizzes
Photos
Journals
Writing samples
Self-reflections
Samples subject specific work
Reading Logs
Rubrics
Artwork
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Teacher as ObserverObservational skills are
critical for good teaching, learning and
assessing and provide reliable data for the
determination of the report card grades.
Teachers will use their professional judgment as
to which observations are included in the report
card grades and ensure that diagnostic, formative
and summative observations are made so that
students have sufficient feedback prior to the
final demonstration of their learning.
Professional Judgement Page 395
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Assessment, Evaluation, and Reporting

• What Assessment Tool is Appropriate for an
  Assessment Strategy?

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Assessment Tools

• Rubrics
• Checklists
• Assessment lists
• Scorecard Rubrics
• Marking Scheme

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Performance Assessment Task

• Students participate more actively
• Direct observance of student performance
• Use predetermined standards criteria
• Rubrics
• Criterion - Referenced

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Good assessment tasks are good learning tasks!
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On-going feedback
Reporting to Students and Parents

• What students know and are able to do
• What students are struggling with
• What strategies are being used to improve
  student learning

Communication Book
Newsletters
No surprises!
Agenda
Phone calls
Homework chart
Notes
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Meaningful report Card Comments

• Structure of Comments
• Strengths
• Weaknesses
• Next steps
• Content of Comments
• Curriculum
• Evidence
• Achievement
• Learning skills
• Style of Comments
• Concise language
• Individual comments
• Positive tone
• Conventions and Spelling

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IEP
"A-log"

• Alternative Replacement Program
• programs that are not covered by curriculum
  expectations
• (eg. social, independent life skills, behaviour)

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• Students with English as a Second Language
• Responsibility is shared by the classroom
  teacher, the ESL/ELD teacher, and other staff
• Wide range of instructional and assessment
  strategies
• When determining the final evaluation, give
  special consideration to the most recent evidence
  of achievement

On the report card, check the ESL/ELD box to
indicate that accommodations/modifications are in
place
The grade/mark for the strand/subject is based
on achievement of the expectations in the ESL
program which vary from the Grade ___
expectations.
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• Student Self-Assessment Peer-Assessment

• the classroom teacher is responsible for
  evaluating student achievement
• student and peer assessment provides valuable
  feedback in formative assessments
• this feedback assists students in focusing on
  their strengths, identifying areas of concern,
  and planning for improvement

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Self- and Peer Assessment
Feedback
Questioning
Formative Use of Summative Tests
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Assessment for LearningFeedback
the most powerful single modification that
enhances achievement is feedback.
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Assessment feedback could have a negative impact,
particularly on low-achieving students, who are
led to believe that they lack ability and so
are not able to learn.
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Assessment for LearningFeedback
Anecdotal feedback No grade necessary for
formative tasks
Numerical score Right/wrong
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Feedback
negative effect
positive effect
positive effect
most
positive effect
the less delay, the more improvement
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• Students who are given comments only rather
  than marks or marks and comments make more
  gains in achievement and feel more positive about
  the experience (Butler, 1998).

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Research indicates that oral feedback is more
effective than written feedback, particularly for
low-achieving, at-risk students (James,
McCormick, Wiliam, n.d.). Leading Math success,
p 50
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Assessment for LearningFeedback
Identify what is done well, what needs
improvement, and how to get there
Specific, Focused
General (need more practice)
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Assessment for LearningFeedback
Opportunities for students to respond to comments
Little or no follow-up
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Assessment for LearningFeedback

• Effective feedback
• is anecdotal
• is specific and focused
• includes opportunities for improvement and
  follow-up
• is timely

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It causes students to think about their learning.
Ensure that tables start at year 0 and that
graphs show all tabulated points
I get it! To improve my report, all detailed
data needs to be more consistently presented
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Six of my students struggled with graphing the
function using all of the relevant datawe should
have a mini-lesson on graphing for that group
It informs teachers on their instructional
approach and next steps.
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Feedback
Checklist?
Peer?
Oral?
Anecdotal?
Self?
Observation?
Conference?
Written?
Exemplars?
Rubric?
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Reporting and Communication
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Related Documents

• Course of Study Outlines
• Subject Councils will direct the development of
  common Course of Study Outlines for all grade 9
  to 12 courses using the system-developed format.
• A copy of the Course of Study Outline must be
  kept on file in the school office and accessible
  to parents and students (OSS 1999 section 7.1).

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Related Documents

• Course Handout
• The course handout, traditionally provided on the
  first day of classes to outline key information
  for students and provide an ongoing reference for
  students and parents, is a key document for
  course planning.

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Provincial Secondary Report Card
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Summary Description of Achievement
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The achievement charts

• Level 3 is the provincial standard.
• The descriptions of achievement at level 3
  reflect a high level of achievement. Teachers
  and parents can be confident that students who
  are achieving at level 3 are well prepared for
  work in the next grade or the next course

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• When planning instruction and assessment,
  teachers should
• give students numerous and varied opportunities
  to demonstrate their achievement of the
  expectations across the four categories and
• provide students with examples of work at the
  different levels of achievement.

127
Percentage Grade on theReport Card
128

• Seventy per cent of the grade will be based on
  evaluations conducted throughout the course. This
  portion of the grade should reflect the students
  most consistent level of achievement throughout
  the course, although special consideration should
  be given to more recent evidence of achievement.
  (PPA page 15)

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Example of Average, Median and Mode
Average 65.2 (2)Median 74 (3), Mode (3)
130

• Thirty per cent of the grade will be based on a
  final evaluation in the form of an examination,
  performance, essay, and/or other method of
  evaluation suitable to the course content and
  administered towards the end of the course. (PPA
  page 15)

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Final Evaluation

• The final evaluation may be spread out over a
  period of time toward the end of the course, and
  will require students to demonstrate achievement
  of the course expectations related to the four
  achievement chart categories.
• The final evaluation is compulsory.

132

Competency/mastery level
Student 1
Student 2
Student 3
133
Learning Skills

• Learning skills will be assessed according to
  criteria that have been clearly communicated to
  students.
• It is expected that teachers gather evidence of
  achievement of learning skills with reasonable
  frequency and give feedback to students.

134
Learning Skills

• The evaluation of the learning skills will not be
  included in the determination of the students
  percentage grade.

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Learning Skills Indicators Works Independently
- follows instructions, completes assignments on
time, uses time effectively Teamwork - solves
problems collaboratively, contributes ideas and
information to solve problems and make decisions,
shows respect for members of the
group Organization - follows specific steps to
reach goals, revises strategies when necessary,
demonstrates ability to organize and manage
information Work Habits - follows instructions,
uses time efficiently, completes homework on time
and with care Initiative - attempts a variety of
learning activities, requires little prompting to
complete tasks, seeks additional information in
various media
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Learning Skills

• Learning skills create a life-long learner.
• Elementary
• Cooperation, Class Participation, Conflict
  Resolution, Problem Solving, Homework Completion,
  Initiative, Independent Work, Use of Information,
  Goal Setting to Improve Work.
• Secondary
• Work Habits, Works Independently, Teamwork,
  Organization, Initiative
• Learning skills are excluded from achievement
  grade, except where the curriculum has specific
  expectations such as Phys. Ed. and Drama.

137
Absences, Lates and Missed Evaluations

• Attendance and punctuality cannot be used in the
  determination of the students percentage grades.
• Teachers must use this evidence in the evaluation
  of the Learning Skills.
• When reporting, teachers may comment on the
  significant impact that absences and lates make
  on student achievement of the expectations.

138
Submission of Assignments

• Teachers must monitor methodically the progress
  of all their students assignments.
• Sufficient class time should be spent in
  observing and interviewing students as they work
  on their assignments.
• Students having difficulty with an assignment
  should always be encouraged to seek assistance
  from the teacher and their peers.

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Provincial Report Card
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• Parent / Teacher Conference
• Parent / Teacher / Student Conference
• Student Led Conference

• Review curriculum materials / portfolio
• Review assessment strategies tools
• Strengths Weaknesses
• input from the students
• GOAL SETTING

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the quality of the teacher is the most
significant variable for improved student
learning. Assessment for Learning Why, What
and How. Wiliam, D. Orbit OISE/UT, 2007
142
International comparisons indicate that the most
powerful instrument for change in student
performance is improved teaching. Leading Math
Success, p. 41
143
When teachers commit to learning as the focus of
assessment, they change the classroom culture to
one of student success.
D. Cooper, Talk About Assessment, p. 10
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Working Toward Alignment
INTENDED CURRICULUM Ministry Curriculum Expectati
ons
DELIVERED CURRICULUM Instructional Program In
The Classroom
ACHIEVED CURRICULUM What Is Being Assessed
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Moving Away From
And Moving Towards
148
Moving away from
teacher sitting at the front of the classroom
as students work individually at desks
149
teacher - circulating while students work,
interacting with students, making observations
Moving towards
150
Moving away from
the teacher as the sage on the stage
151
the teacher as the guide on the side
Moving towards
152
Moving away from
pencil/paper testing exclusively
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a variety of assessment strategies
Journals
Observation
Portfolios
Moving towards
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Moving away from
chalk n talk lessons primarily
155
investigation
brainstorm
a variety of instructional strategies - based
on problem solving
guided exploration
concrete activity
Moving towards
156
Moving away from
assessment restricted to assessment of
learning
157
assessment of learning, as learning, and for
learning
Moving towards
158
Moving away from
assessment at end of unit
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ongoing assessment
Moving towards
160
Moving away from
following a textbook - page by page
161
planning a cohesive program and selecting from
a variety of supportive resources
Moving towards
162
Moving away from
teacher responsibility for learning
163
shared responsibility with all stakeholders
Moving towards
164
Moving away from
replicate, imitate
165
internalize, understand, apply
Moving towards
166
Moving away from
-3 - 5 -8
mastery of facts and skills
2x 3x 5x
A bh
9 x 8 72
10 of 40 is 4
167
understanding
Moving towards
168
Moving away from
single interpretations
169
multiple perspectives
Moving towards
170
Moving away from
only auditory, visual
171
auditory, visual AND kinesthetic
Moving towards
172
Moving towards improvement in student
learning success for all!