4. Your Assessment Experience
• I remember one time when….
• A really positive experience for me was
when….
• One thing I’ve never forgotten is…..
• Some things I remember my teacher(s) doing
are….
6. What is Assessment?
• Systematically conducted
• Contributes to an overall picture of each
student’s achievement
7. How Do We Assess?
• Assessment For Learning
• Assessment As Learning
• Assessment Of Learning
8. Formative Assessment
• Informs our practice
• Provides information about what students
already know (preassessment), are learning,
and have learned.
• What has been learned? What needs to be
learned?
Relies on specific,
descriptive feedback
that relies on criteria
and is focussed on
improvement.
9. Some Formative Assessment
Activities
• Flip cards, stop lights, fist to five, thumbs up/down
• Conversations, talking probes, Think Pair Share
• Entrance slips, exit slips
• Debates, show me, model, teach me, explain your reasoning.
• White boards
• Senteos (clickers), cell phones, ipads
10. Summative Assessment
• A summary of the level to which students have
reached or mastered outcomes
• Evaluation
• How students performed in relation to a
standard.
• Considers evidence and decides whether or not
students have learned what was needed and how
well they have learned it.
• Reported using grades,
numbers, or checks
12. Formative Summative
During After
Learning Learning
To inform decisions
on instruction, and For
to help students communication
understand where to parents and
they are in their for placement
learning
13. Where we were, where we’re going
Shifting the Balance
Western and Northern Canadian Protocol for Collaboration in Education. (2006).
14. Education is a journey, where
teachers and leaders are learners
alongside students. Together we need
to make learning more meaningful to
students. Together we learn to create
an education system that addresses
21st century learners, children who
will be competent citizens in a
technological, collaborative global
community.
Notas do Editor
AndreaSlides 1 and 2 = 1 minute
Andrea-Coaches refer to the strategic plan when conducting inservices and when planning with and for teachersStrategic goals: 1- Sustainable infrastructure2- People Engagement3- Accountability for All4- Student Learning and Wellbeing4- Equitable OpportunitiesStrategic Priorities:1 - Excel at key processes -Assessment goes hand in hand with strengthening instruction -Improve effective change management – this is why we a re on a journey, and how we implement and manage the change process2 - Achieve student and family outcomes - effective appropriate assessment lends itself to improving student learning outcomes. Assessment practices allow students to be a part of their learning journey - effective assessment practices also strengthen student and parent engagement, students will have a better picture of where they have been, where they are going, and what steps will be along the way.3 – Achieve financial stewardship4 - Enable people capacity
Cindy 1 minuteFist to FiveParticipants participate in formative assessment.
Cindy3 minutesThink quietly to yourself to yourself first 15 seconds. Find a partner and complete one or more of the speaking probes with them.
Andrea: 2 minutes(tap and activate background knowledge)Share ideas in pairs/groups then identify the listed reasons:To show learning gauge student progress inform instruction gather evidence of learningbased on Provincial Curriculum outcomes decide how to differentiate communicate to parents how they can help their child communicate to learners how they can help themselvesto plan interventions to identify students who need extra support to set up peer teaching to group studentsto advise programming
Andrea1 minuteAssessment is something systematically conducted and is plannedAssessment is the gathering of information that informs our teaching and helpsstudents learn more. (Davies)Teachers will be gin to teach differently based on what they find when they assess
Andrea3 minutesAndrea: Assessment for learning involves the use of information about student progress to support and improve student learning, inform instructional practices, and: • is teacher-driven for student, teacher, and parent use • occurs throughout the teaching and learning process, using a variety of tools • engages teachers in providing differentiated instruction, feedback to students to enhance their learning, and information to parents in support of learning. Cindy: Assessment as learning actively involves student reflection on learning and monitoring of her/his own progress and: • supports students in critically analyzing learning related to curricular outcomes • is student-driven with teacher guidance • occurs throughout the learning process. Andrea: Assessment of learning involves teachers’ use of evidence of student learning to make judgements about student achievement and: • provides opportunity to report evidence of achievement related to curricular outcomes • occurs at the end of a learning cycle using a variety of tools • provides the foundation for discussions on placement or promotion.
Cindy: 2 minutes“assessment experiences that result in an ongoing exchange of information between students and teachers about student progress toward clearly specified learning outcomes” (AAC)Key points:Improving formative assessment practices raises student achievement levelsImproved formative assessment practices helps low achievers moreNOT used for grading purposesPosted criteriaModels, samples, exemplars
Cindy and Andrea alternate. 3 minutes. Participants read, then see if they have questions or want to know about a formative assessment activity.Answer questions
Cindy1 minutes“assessment experiences designed to collect information about learning to make judgements about student performance and achievement at the end of a period of instruction to be shared with those outside classrooms.” (AAC)“refers to performance data complied as a grade” (AAC)
Andrea: 2 minutesObservations: Checklists, problem solving group work, presentations, reading skills, listening and speaking skills, digital portfoliosConversations: Peer feedback, student-teacher conferences, math journals, self assessments, digital portfoliosProducts: Notebooks, reader response journals, projects, graphs, writing portfolios, digital portfoliosEvidence collected needs to be reliable and valid
