ASSESSMENT and EVALUATION FOR IMPROVED STUDENT LEARNING:

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ASSESSMENT and EVALUATION FOR IMPROVED STUDENT
LEARNING
Integrating Assessment and Instruction
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KEY MESSAGE
Assessment, evaluation and instruction are
integral to learning. Each must be purposefully
planned but also flexible to meet the needs of
learners.
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Activity One Assessment Inventory
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How can we effectively use assessment and
evaluation to improve our students learning?
Dr. Lorna Earl
Webcast Rethinking Classroom Assessment with
Purpose in Mind
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Is there evidence that improving assessment for
learning raises standards?
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YES
few initiatives have had such a strong body of
evidence to raise standards.
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the average effect size was around 0.3 standard
deviations
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School Ranking by Quartile
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School Ranking by Quartile
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Effectively implemented, formative assessment
can do as much or more to improve student
achievement
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than any of the most powerful instructional
interventions, intensive reading instruction, one
on one tutoring, and the like. Adapted from
Black Wiliam Inside the Black Box (1998)
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Assessment
OF Learning FOR Learning
Evaluation Assessment
Summative (after) Diagnostic (before) Formative (during, ongoing)
Judging Coaching
Assigning grades reporting on achievement Providing feedback to students Providing feedback to teachers to adjust instruction
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Sharing Learning goals/ Criteria for Success
Feedback
Questioning
Self- and Peer- Assessment
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Activity Two The Purpose of Assessment and
Evaluation
New ideas? New perspectives? How does this
information impact your assessment and evaluation
practice?
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KEY MESSAGE
Assessment, evaluation and instruction are
integral to learning. Each must be purposefully
planned but also flexible to meet the needs of
learners.
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Planning your approach to assessment and
evaluation is just as important as planning what
you are going to teach.
Talk about Assessment, Cooper, D. p. 202
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Overall and Specific Expectations Fundamental
Concepts, Big Ideas
Achievement Chart
What do I want them to learn?
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Policy Connection
Assessment and evaluation will be based on the
provincial curriculum expectations
Fundamental Concepts Big Ideas Overall
Expectations Specific Expectations
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Policy Connection
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

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Activity Three What Do I Want Them To Learn?
What was done well? Suggestions for next steps

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Activity Three What Do I Want Them To Learn?
ST 1 ST 2 ST 3 ST 4 ST 5 ST 6 ST 7
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• WHAT DO I WANT THEM TO LEARN?
• Identify the Big Idea, Fundamental Concept,
  Overall and Specific Expectations
• Develop key questions relating to the big ideas
• Cluster the expectations (overall and related
  specific expectations)
• Develop learning goals

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Overall and Specific Expectations Fundamental
Concepts, Big Ideas
Achievement Chart
What do I want them to learn?
How will I know they have learned it?
Evaluation Measure learning at certain
checkpoints near the end of a cluster of
expectations or the unit
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Policy Connections
Teachers will ensure that student work is
assessed and/or evaluated in a balanced manner
with respect to the four categories, and that
achievement of particular expectations is
considered within the appropriate categories.
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Policy Connection
A students achievement of the overall
expectations is evaluated on the basis of his or
her achievement of related specific expectations.
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Overall Expectations
Specific Expectations
Specific Expectations
Specific Expectations
Specific Expectations
Specific Expectations
Specific Expectations
Specific Expectations
Building Blocks Sign Posts- Evidence Look Fors
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Overall Expectations
EVALUATION
Specific Expectations
Specific Expectations
Specific Expectations
Specific Expectations
Specific Expectations
Specific Expectations
Specific Expectations
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If assessment and evaluation is to lead to the
improvement of learning, then teachers must use
assessment and evaluation strategies that
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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.
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Activity Four How Will I Know Theyve Learned
It? Does the culminating performance task allow
students to demonstrate their learning? Does the
rubric clearly describe the specific performance
criteria that will demonstrate the
learning? Does it align with the learning goals?
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• HOW WILL I KNOW THEYVE LEARNED IT?
• Design the Assessment of Learning
  (tasks/assessment strategies to evaluate
  students achievement of overall expectations
  through a cluster of related specific
  expectations)
• Identify the criteria to measure performance
• Design assessment tools to record data

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Overall and Specific Expectations Fundamental
Concepts, Big Ideas
Achievement Chart
What do I want them to learn?
How will I know they have learned it?
Evaluation Measure learning at certain
checkpoints near the end of a cluster of
expectations or the unit
How will I design the learning so that all will
learn?
How will I respond to students who arent making
progress?
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Sharing Learning goals/ Criteria for Success
Feedback
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Assessment for LearningFeedback
the most powerful part of assessment
Dr. Lorna Earl
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Assessment for LearningFeedback
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Assessment feedback often has 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
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Assessment for LearningFeedback
the most powerful single modification that
enhances achievement is feedback.
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Assessment for LearningFeedback
Anecdotal feedback No grade necessary for
formative tasks
Numerical score Right/wrong
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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

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• Activity Five Providing Effective Feedback
• The sample represents a students first draft of
  the performance task submitted to you for
  formative feedback. Select ONLY ONE of the seven
  sections of the draft to provide specific
  descriptive feedback to the student that
  indicates what was done well, what needs to be
  improved and how specifically it can be improved.
• The challenge
• Thumbnail sketches
• Preconstruction sketch
• Trial and modification recording sheet
• Explanation of procedures
• Post construction drawings
• Design Reflections

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Overall and Specific Expectations Fundamental
Concepts, Big Ideas
Achievement Chart
What do I want them to learn?
How will I know they have learned it?
Evaluation Measure learning at certain
checkpoints near the end of a cluster of
expectations or the unit
How will I design the learning so that all will
learn?
How will I respond to students who arent making
progress?
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To maximize learning, assessment AND instruction
must be purposefully planned to support students
to attain a clearly defined learning goal.
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Desired knowledge and skills
How will I design the learning?
Assessment
Scaffolded Learning goal
Scaffolded Learning goal
Instruction
Scaffolded Learning goal
Students current knowledge and skills
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Desired knowledge and skills
How will I design the learning so all will learn?
Assessment
Scaffolded Learning goal
Scaffolded Learning goal
Instruction
How will I respond to students who arent making
progress?
Scaffolded Learning goal
Students current knowledge and skills
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• Activity Six How Will I Design the Learning?
• Is the learning goal shared and clarified with
  the students?
• Do students know how their learning will be
  monitored during/at the end of this subtask?
• Do students know what criteria will be used to
  measure their progress on the learning goal for
  this subtask?
• Have oral questions that will identify challenges
  and misconceptions been planned in advance?

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Activity Six How Will I Design the Learning? 5.
Is the assessment linked to instruction? 6. Does
the design of the instruction and assessment
provide for feedback from the teacher and/or
peers? 7. Are there opportunities for students to
follow up on feedback prior to completion of the
performance task? 8. Are there suggestions for
how the teacher will monitor that students have
acted on the feedback?
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• HOW WILL I DESIGN THE LEARNING?
• HOW WILL I RESPOND TO THOSE WHO ARENT MAKING
  PROGRESS?
• Share and clarify learning goals
• Identify how students will demonstrate their
  progress
• Plan key questions
• Design assessment and instruction to develop
  knowledge/skills and monitor learning
• Provide feedback and time to implement
• Adjust instruction

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An Assessment Planning Tool

• A Planning Model for consideration
• Graphic Organizer based on a Fishbone

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Assessment for learning
SUCCESS
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Research question
Works cited research notes
Report outline
First draft
Final published copy
Evaluation
K/U T/I C A
Research Report Subtask 5
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Learning Goal
Exemplar analysis
Feedback on research question
Feedback on works cited research notes
Feedback on outline
Peer assessment of first draft
Feedback on second draft
Evaluation
Follow-up opportunities provided Monitoring of
follow-up
Research Report Subtask 5
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Assessment for Learning

• What categories of the AC does the task assess?
• What knowledge and skills in the overall and
  specific expectations do students need to be
  successful?
• What are the assessment activities
  (formative/diagnostic) to develop the specific
  knowledge and skills?
• What learning skills will contribute to students
  successful completion of the performance task?
• How will I assess their individual learning from
  day-to-day?
• What misconceptions/barriers might be
  anticipated?
• What alternative strategies will I employ to
  address the needs of students who are not
  progressing?

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Activity Seven Assessment Planning Complete one
section of the fishbone organizer to show the
learning goals, instruction and assessment that
will build students knowledge and skills for
successful completion of the culminating
performance task.
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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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John Ryall, Manager Assessment Reporting
Unit John.ryall_at_ontario.ca 416 325 2510
Joanie Causarano, Education Officer CAP
Branch Joanie.causarano_at_ontario.ca 416 325 2100
Paul Walsh, Education Officer CAP
Branch Paul.walsh_at_ontario.ca 416 325 4393