This document summarizes key points from a presentation on assessment and grading. It discusses how effective assessment involves clear learning intentions, success criteria, and descriptive feedback. Formative assessment, including questioning, peer/self-assessment, and giving students ownership over their learning, is emphasized as a way to improve student achievement. The presentation also cautions that rewards can undermine intrinsic motivation for learning, and promotes developing a growth mindset in students. It advocates using curriculum mapping to align assessments, both formative and summative, with learning goals.

1. Assessment and
Grading
Presented by:
@jonathanvervaet
SFU Symposium
October 3rd, 2013

2. How the worlds best schools come out on top.
Individual Teachers
•Aware of areas to grow in their practice
•Gain understanding of best practice that is
research based (meta-analysis)
•Are motivated to improve
•Have high expectations
•Have a shared purpose

3. “If students have not been told
where they are going, it is
unlikely that they will arrive.”
– Shirley Clark

4. Learning Intentions
“I can become curious about
something in the research I
want to inquire further into.”

5. Learning Intentions
“I can outline the key principals
of AFL and articulate what that
looks like in practice.”

7. Proficient Readers
Research
Successful readers
– regardless of age
– are active,
purposeful,
strategic, and
metacognitive.

8. Proficient Readers
Research
They construct
meaning and learn
from text by using
cognitive strategies
before, during, and
after reading.

9. “No matter what
grade level you teach,
no matter what
content you teach, no
matter what you teach
with, your goal is to
improve students’
comprehension and
understanding.”

10. “Student learning
is enhanced
when teachers
at all grades,
teaching all
subjects, see
themselves as
teachers of
literacy.”

11. Instructional Design
The 8 Cognitive Functions
Good Readers Use

12. 1. Setting a purpose / Reading with
purpose in mind
2. Activating background knowledge
to enhance understanding
3. Monitoring comprehension and
awareness of how to repair
comprehension problems
4. Determining what’s important

13. 5. Making inferences and drawing
conclusions
6. Visualizing mental images
7. Synthesizing and accurately
summarizing information
8. Making connections

14. “Assessment is the beginning and the end
of my teaching. It defines my culture, my
relationships, my learning community, my
values, and my beliefs about teaching and
learning.” - Matt Rosati

15. Our Traditional System
• Students are penalized if the don’t learn
fast enough... Even though we know
learning is an individual / developmental
process.
• What you do at the beginning of the course
will always count against you... Despite the
fact the student might now understand
what they did wrong and how to prevent it
in the future.
• Grades include all student attributes... Even
though we know grades should reflect the

16. Inside the Black Box: Raising
Standards Through Classroom
Assessment

17. When carried out effectively, informal
classroom assessment
with constructive feedback will raise
levels of attainment.
We know from research that effective
assessment for learning can
Improve student achievement
substantially, and helps low achievers the
most.
Source: Black and William, Inside the Black Box 1998

18. The effect sizes, that is the student gains in
learning triggered by formative assessment,
were among the largest ever reported for
educational interventions.
Source: Black and William, Inside the Black Box 1998

19. Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self Assessment
6. Ownership

20. Formative
Ongoing
Ungraded and Descriptive
(uses words)
Provides feedback to
students and teacher
Examples:
-Oral questioning
-Draft work
-Reflections
-Portfolio reviews
-Peer / self assessments
Summative
Occurs at the end of a
learning progression
Graded to determine
achievement level
Evaluative
Examples:
-Inquiry projects
-Presentations
-Grade conferences
-Portfolio reviews
-Tests and quizzes

21. Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self Assessment
6. Ownership

22. Learning Intentions:
What are we
learning?
Vs.
Learning Activities:
What are we doing?

23. Learning Intentions
 I can statements…
 try and use child
friendly language
 separate from the
activity instructions
 make it visible
 discuss with students
why they are learning it

24. Most students can
hit the target if they can
see it clearly and if it
stays still.
-Rick Stiggins

25. Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self Assessment
6. Ownership

26. Determine
Acceptable Evidence

27. Performance
Tasks

28. What does good look like?
What
does
good look

29. Success Criteria
and the Use of
Performance
Standards

30. Beginning
Developed
Accomplished
Exemplary

31. Reading Performance Standard
Grade 2

32. Thinking Rubric: Grade 9
Assignment:
Name:
Aspect Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Meaning
Purpose
Ideas and
information;
use of details
Purpose is
unclear;
unfocused.
Details,
examples and
quotations are
missing or are
not clearly
linked to topic.
Purpose is clear;
may lose focus.
Accurate details,
examples and
quotations; may
not clearly link to
the purpose.
Mainly summary
and may rely on
general
knowledge or
emotion.
Purpose is clear;
focus is kept
throughout.
Accurate details,
examples and
quotations
clearly linked to
topic with
conclusions or
opinions
attempted.
Purpose and focus
are clear
throughout the
entire assignment.
Details, examples
and quotations are
fully explained
with logical
conclusions or
opinions.
Connections /
Conclusions
Connections
Conclusions
Connections
between ideas
are missing or
very weak.
No conclusions
attempted or
arrived at.
Connections
between ideas
are attempted,
but weak /
simplistic.
Little or no
attempt at
conclusions
about the topic.
Makes clear
connections
between ideas
beyond the
obvious.
Has attempted
to come to
conclusions
about the topic.
Can relate the
topic to a broader
idea or other
situations. Makes
meaningful and
deep connections
throughout.
Has come to clear
and concise
conclusions about
the topic
Comments / Suggestions:

33. Summative Assessment Rubric: Athenian Democracy
Is justice / freedom key for a society to be civilized?
Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Snapshot Does not accomplish
the basic task; may be
flawed or incomplete.
Ideas may be
misinterpreted or
overly simplistic.
Accomplishes the
purpose at a basic
level with some gaps.
Ideas are minimal
and lack support.
Accomplishes the
purpose showing
some complexity
and maturity. Ideas
are clear and well-
developed .
Exceeds the
requirements of the
task, showing
complexity and
maturity. Ideas are
thoroughly
developed, specific
and economical.
Meaning
-Focus
-Understand
-Development
- Specific
details/support
· Lacks focus and
purpose
· Minimal
understanding of
topic
· Inadequate
development
· Some focus
around a
specific topic;
purpose may be
unclear
· Basic
understanding
with minimal
analysis
· Development
and support are
evident but
simplistic
· Clearly focused
around a
specific
purpose,
audience
· Understanding
and analysis
are generally
evident
· Tightly focused
around a
specific topic,
purpose,
audience
· Interpretation
and analysis
demonstrate
control and
complexity
Support
-Detailed and
specific
information to
support argument
· Limited recall of
factual content
(lacks
details/support)
· May not be
clearly linked to
the topic
· Minimal recall
of
support/details
· References
need further
explanation.
· Ideas are
clearly
developed and
explained with
appropriate
support.
· Ideas are
thoroughly
developed,
strongly
supported,
well explained.
I can describe the development of Athenian democracy and compare it to
democracy in the present day.
I can describe how Athenian democracy is a reflection of Athenian values.
Comments:

34. Summative Assessment Rubric: The Russian Revolution
Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations
Exceeding
Expectations
Snapshot Does not
accomplish the
basic task; may
be flawed or
incomplete.
Ideas may be
misinterpreted
or overly
simplistic.
Accomplishes
the purpose at
a basic level
with some
gaps. Ideas are
minimal and
lack support.
Accomplishes
the purpose
showing some
complexity
and maturity.
Ideas are clear
and well-
developed.
Exceeds the
requirements
of the task,
showing
complexity
and maturity.
Ideas are
thoroughly
developed,
specific and
economical.
Comprehension
-Identify main
ideas
- Define key
terms or
phrases
Struggles to
identify some
main ideas; skips
over difficult
parts; doesn’t
define key terms
or phrases.
Identifies some
main ideas,
may skip over
some parts;
attempts to
define some
key terms or
phrases.
Clearly and
accurately
identifies most
of the main
ideas; defines
most key
terms or
phrases.
Accurately
identifies the
main ideas;
defines all key
terms and
phrases.
Makes logical
connections to
other key
events in the
Russian
Revolution.
Makes few or no
connections to
other key events
in the Russian
Revolution.
Makes some
connections to
other key
events in the
Russian
Revolution.
Makes logical
connections to
other key
events in the
Russian
Revolution.
Makes
insightful and
original
connections to
other key
events in the
Russian
Revolution.
Comments:

35. Quick Scale: Reading Literature (Grades 10-12)
Comments:
Aspect Approaching
Expectations
(I range)
Minimally Meeting
Expectations
(C- to C range)
Fully Meeting
Expectations
(C+ to B+ range)
Exceeding
Expectations
(A range)
SNAPSHOT
You offer an illogical
and/or underdeveloped
explanation and
interpretation of texts.
You offer a limited or
surface-level
explanation and
interpretation of texts.
You offer a logical
explanation and
interpretation of texts.
You offer an analytic,
thorough explanation
and interpretation of
texts.
EXPLAIN
àshow your
work
Even though I am
thinking, I have difficulty
and/or don’t understand
how to explain or give
examples about my
process.
I can attempt to explain
my thinking, but have
trouble clarifying my
process. I may use
examples, but they may
be limited.
I can explain my thinking
process and use specific
examples.
I can explain my thinking
process in detail,
including the small steps
or subtleties in my
process.
COMPREHEND
àwho, what,
when, where
and how
(W4
H): context
Even though I can
identify the W
4
H, I may
misread, confuse and/or
omit some key elements.
My examples may be
limited or flawed.
I can identify the W
4
H
and attempt to explain a
basic understanding of
their relationship.
I can use some examples.
I can identify and explain
the relationships
between the W
4
H.
I can use explicit
examples.
I can identify and explain
the relationships and
subtleties between and
amongst the W
4
H.
I can effectively use
explicit and/or implicit
examples.
CONNECT
àtext to self,
text to text,
text to world
Even though I attempt to
make connections, they
may be flawed,
irrelevant, and/or
incomplete.
My examples may be
limited, flawed and/or
unjustifiable.
I can establish and may
be able to explain basic
connections between the
text and myself, other
texts and/or the world.
I can use some examples.
I can establish and
explain clear connections
between the text and
myself, other texts
and/or the world.
I can use explicit
examples.
I can establish and
synthesize insightful
connections between the
text and myself, other
texts and/or the world.
I can effectively use
explicit and/or implicit
examples.
INTERPRET
àthe “why?”,
drawing
conclusions:
inferences
BK + TE = I
Even though I attempt to
use my background
knowledge and/or
evidence from the text,
my interpretations may
be general, unsupported
and/or irrelevant.
I can use my background
knowledge and/or
evidence from the text to
make simple and/or
obvious interpretations.
I can use my background
knowledge and/or
evidence from the text to
make clear, logical
interpretations.
I can effectively use my
background knowledge
and/or evidence from
the text to make
thoughtful, insightful
interpretations.

36. If students don’t
understand the
words used
in the rubric,
it might as
well be
written in a
foreign language.

37. Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self Assessment
6. Ownership

38. Formative Assessment
=
Descriptive Feedback
Informs the student
Informs the teacher
Informs Learning

39. Descriptive Feedback
Another way of thinking about feed back is…
What’s working?
How do I know?
What’s not?
Why not?
What’s next?
What is the fix?

40. Self and Peer Assessment
Student self-reflection on the helpfulness of
feedback

41. Carol Dweck (2006)
Fixed vs. Growth Mindset.
Fixed – Believe they have to work with
whatever intelligence they have because it
can’t be increased.
They resist novel challenges if they can’t
succeed immediately.
They’d rather not try than be perceived as
dumb.

42. Carol Dweck (2006)
Fixed vs. Growth Mindset.
Growth – Believe intelligence can be built
through life.
See working harder as a way to improve.
They persist and try a wide variety of solutions
when given novel tasks.

43. Carol Dweck (2006)

44. Csikzentmihalyi (1990)
Flow Theory – The
exhilarating moments when
we feel in control, full of
purpose, and in the zone.

45. Csikzentmihalyi (1990)
Skill Level
Challenge
Level

46. Daniel Pink (2009)
Autonomy –over task, time, team, and
technique.
Mastery – Becoming better at
something that matters.
Purpose

47. Harlow (1949)
Radical finding, there was a third drive.
The performance of the task provided
intrinsic reward.
The monkeys solved the problem simply
because they found it gratifying to solve
the puzzle.

48. 2
Harlow (1949)
Rewarded the monkey with raisons.
“Introduction of food in the present experiment
served to disrupt performance, a phenomena not
reported in the literature.”
The monkeys made more errors and
solved the puzzles less frequently.

49. Deci (1969) – Carnegie Melon
Soma Block
Experiment

50. Deci (1969)
Day 1 Day 2 Day 3
Group A No
reward
Cash
Reward
No
reward
Group B No
reward
No
reward
No
reward

51. Deci (1969) – Carnegie Melon
Soma Block
Experiment
“When money is used as an extrinsic
reward for some activity, the subjects lose
intrinsic interest for the activity.”

52. Commissioned
vs.
Non-
Commissioned
Art

54. Marks & Grades as
Rewards and Punishments

55. Rewards transform
interesting tasks
into drudgery.

56. Offering an award
signals that the
task is undesirable.

57. Focus on Short Term vs.
Long Term Benefits

58. When goals are imposed and
incentivized…
Focus is narrowed on
achieving only that goal.

59. and…
Here’s the kicker…

60. It leads to unethical
behaviour in an attempt to
reach the goal.
aka..

61. Cheating…

62. When rewards do work…
With routine and
mechanical tasks.

63. You can’t undermine
intrinsic motivation in
boring tasks.

67. Curriculum Mapping
Learning Intentions – PLOs
Big ideas / Enduring Understandings
Essential Questions
Concepts – Things to know
Skills / Strategies
Formative Assessments / Instructional Activities
Summative Assessment(s)
Resources

68. Curriculum Map
Unit of Study
Learning
Intentions –
PLOs
Big Ideas /
Enduring
Understandings
Essential ?s
Concepts
(What students
need to know)
Skills &
Strategies
Speaking and
Listening:
Reading and
Viewing:
Writing and
Representing:
Metacognition:
Formative
Assessments /
Instructional
Activities
Summative
Assessments
Resources
Adapted from Pulling Together: Integrating Inquiry, Assessment, and Instruction in Today's
English Classroom by Leyton Schnellert, Mehjabeen Datoo, Krista Ediger, Joanne Panas

69. The Benefits of Formative Assessment
Constantly weighing the pig
won’t make it fatter...

70. The Latin root word for assessment is
"assidere" which means to sit beside.

71. Assessment
is done
with, and
not to,
students to
help them
grow in
their
learning.

72. "We must constantly remind
ourselves that the ultimate
purpose of evaluation is to
have students become self
evaluating. If students
graduate from our schools
still dependent upon others
to tell them when they are
adequate, good, or
excellent, then we’ve
missed the whole point of
what education is about.”
- Costa and Kallick (1992)

73. “Assessment is the beginning and the end
of my teaching. It defines my culture, my
relationships, my learning community, my
values, and my beliefs about teaching and
learning.” - Matt Rosati

74. The Paradigm Shift
• Learning vs. Teaching
• Outcomes / Standards vs. Tasks
• Quality vs. Quantity
• If students learn vs. When students learn
• Confidence vs. Anxiety
• Practice vs. One Chance
• Improvement vs. Coverage
Tom Schimmer

77. Reflection: How
is seeing
ourselves as
learners
important for
us as teachers?

78. “Teaching is a vital and purposeful
pursuit. We need to be working
toward something and we need to
know what that something is. Then
we can consider how to best get
there... I believe we should publish
our goals and argue for their
importance.”
- Jeffrey D. Wilhelm

79. #1 Priority

80. You must use the research to support
your practice to avoid being a well
intentioned “Enthusiastic Amateur.”
- Fullan and Hargraeves “Professional Capital”

81. Don’t come into the profession to
replicate current practice. Strive for
excellence.

83. Teaching is not rocket science. It is, in
fact, far more complex and demanding
work than rocket science.
- Richard Elmore (Professor of Education Leadership at Harvard
Graduate School of Education)

84. Contact Information
Jonathan Vervaet
Email: jonathanvervaet@gmail.com
Twitter: @jonathanvervaet
Blog: jonathanvervaet.wordpress.com