Assessing Student Learning

1
Assessing Student Learning

• A Summary of OCUP

2
Introduction

• Assessment is defined as an ongoing process
  aimed at understanding and improving student
  learning.
• decisions about curriculum expectations,
  instruction, assessment, evaluation, and
  reporting are closely intertwined.
• The starting point is a vision of what
  constitutes successful, quality work.

3
The Curriculum Component

• Ministry curriculum clearly states the
  expectations by grade and subject of what
  students are expected to know or be able to do.
• These take the form of achievement charts in the
  various curriculum documents.

4
Assessment Components

• Levels of achievement describe the degrees of
  achievement of the expectations in that
  grade/subject.
• 4 levels/descriptors answer how well a student is
  achieving curriculum expectations.
• The levels are the focus for assessment in
  Ontario and the basis for all levels of
  assessment i.e. classroom, Board, EQAO,
  Provincial Report Cards

5
Assessment Components

• There are two components within the Unit Planner
  assessment strategies, and recording
  devices/tools for organizing the information.
• RUBRICS are emphasized- anchored in the levels of
  achievement.
• EXEMPLARS provide samples of the different levels
  of work.

6
The Purpose of the Assessment Companion

• The OCUP lists several purposes including
• a teaching resource
• aligning assessment with curriculum expectations
• provision of a variety of assessment/recording
  tools
• clarifying the design/use of rubrics
• demonstrating that reporting is an integral part
  of assessment

7
Assessment Strategies and Recording Devices

• Strategies are the structures used to assess
  student knowledge and skills i.e. portfolios,
  conferences.
• Recording devices are the means to organize the
  information gained from the assessment strategy
  about student achievement i.e. checklists,
  rubrics

8
Assessment strategies

• Use a variety of strategies
• Combine written, oral, and performance strategies
• Know what the students are expected to learn
• Select the strategy on the basis of what is to be
  assessed, the purpose of the assessment, and the
  phase in the learning process.
• Align the assessment purpose, expectations, and
  strategy
• Align the teaching/assessment strategy.

9
Recording Devices

• What is the best way for the students to
  demonstrate achievement of the expectations being
  assessed?
• Try to link the quality of the observation and
  the description of the student learning.
• Recording devices are ways to manage the
  assessment information we collect.

10
Assessment Questions that Need To Be Asked

• What are the key words for assessment in the
  curriculum expectation?
• What is the purpose of the assessment?
  (diagnostic, formative, or summative)
• What strategy is most appropriate?
• What recording device should be utilized?
• How frequently should assessment occur?
• When/how will feedback be provided?
• Who should assess?
• What accommodations should be made for
  exceptional students?

11
Assessment Strategies described in OCUP

• Class presentations Learning Logs
• Conferences Observation
• Essays Performance
  task
• Demonstrations Portfolio
• Interviews Quiz
• Observations Response journal
• Select a response Self/Peer Assessment

12
Recording Devices described in OCUP

• Anecdotal
• Checklists
• Rating scales
• Rubrics