1. *
Making Classroom Assessment Meaningful

2. *
1. Create a classroom environment that fosters
learning through student goal setting.
2. Establish norms that promote peer and self
evaluation to provide evidence of learning
3. Involve students in an ongoing dialogue about
assessment including setting criteria for assessment
4. Gather criteria for differentiation through pre-
assessment and ongoing formative assessment

3. * Your contribution matters here today.
* Participants always get more out of learning from
each others’ experience and guidance than they do
from presenters!
* We need to be free to take risks, speak honestly, and
collaborate meaningfully!
*

4. Making assessment an integral part of daily mathematics is a
challenge.
It requires planning specific ways to use assignments and
discussions to discover what students do and do not understand.
It also requires teachers to be prepared to deal with students’
responses.
Merely spotting when students are incorrect is relatively easy
compared to understanding the reasons behind their errors.
Burns 2005, p.31 *

5. * After reading that passage:
Individually: Choose one of the problem/solution
graphic organizers at your table. Record one challenge
on the problem side
When you are done, crumple your paper!!! We will
throw our problems away!!!
*

7. *Shifting the Balance
Western and Northern Canadian Protocol for Collaboration in Education. (2006).

8. * Concept Attainment Activity: Work with a
partner
*

9. Assessment for Learning Assessment of Learning
Checks learning to determine what to do next and then Checks what has been learned to date.
provides suggestions of what to do –teaching and
learning are indistinguishable from assessment.
Is designed to assist educators and students in improving Is designed for the information of those not directly
learning. involved in daily learning and teaching(school
administration, parents, school board) in addition to
educators and students.
Is used continually by providing descriptive feedback. Is presented in a periodic report.
Usually uses detailed, specific and descriptive feedback Usually compiles data into a single number, score or
in a formal or informal report. mark as a formal report.
*
Is not reported as part of an achievement grade. Is reported as an achievement grade.
Usually focuses on improvement, compared with Usually compares student’s learning either with other
student’s “previous best” (self-referenced, making student’s learning or the standard grade level.
learning more personal).
Involves student. Does not always involve the student.
WNCP, 2006

10. Formative Assessment:
Assessment and teaching should be integrated into a whole
Ongoing assessment allows teachers to monitor students on
a daily basis and modify teaching based on what students
need to be successful
Improves our teaching practices
Provides students with timely feedback that they need to
make adjustments to their learning.
*

11. Assessment for
Learning

12. *

13. * http://www.edugains.ca/newsite/aer2/aervid
eo/planningassessmentwithinstruction.html

14. *“I can’t say enough about how
impressed I am by how specific
and articulate my students have
become as a result of setting
criteria, doing reflections and
keeping learning goals
portfolios”
* -A high school English Teacher

15. This is our half way point “check in” with our
learning goals of the day
1. Create a classroom environment that fosters
learning through student goal setting.
2. Establish norms that promote peer and self
evaluation to provide evidence of learning
3. Involve students in an ongoing dialogue about
assessment including setting criteria for assessment
4. Gather criteria for differentiation through pre-
assessment and ongoing formative assessment

16. *K-4 10:00
*5-8 11:00
*

17. Modified Jigsaw K-4
1. You will be given an “expert” team
2. Each “expert” team member will be given reading material
3. Move to your “expert” group where everyone in the group has the same topic/
reading
4. Work with members of your “expert” group to read/ learn your material.
20 min to read and prepare
Prepare a short presentation. On flip chart paper, prepare a non-linguistic
representation to accompany and focus your teaching.
5. Share to “home” team which in today’s case will be the entire group.
5 minutes to present to group
Reflections/Comments or Questions

18. *
1. Create a classroom environment that fosters
learning through student goal setting.
2. Establish norms that promote peer and self
evaluation to provide evidence of learning
3. Involve students in an ongoing dialogue about
assessment including setting criteria for assessment
4. Gather criteria for differentiation through
preassessment and ongoing formative assessment

19. Modified Jigsaw 5-8
1. You will be given an “expert” team
2. Each “expert” team member will be given reading material
3. Move to your “expert” group where everyone in the group has the same topic/
reading
4. Work with members of your “expert” group to read/ learn your material.
30 min to read and prepare
Prepare a short presentation. On flip chart paper, prepare a non-linguistic
representation to accompany and focus your teaching.
5. Share to “home” team which in today’s case will be the entire group.
8 minutes to present to group
Reflections/Comments or Questions

20. *
1. Create a classroom environment that fosters
learning through student goal setting.
2. Establish norms that promote peer and self
evaluation to provide evidence of learning
3. Involve students in an ongoing dialogue about
assessment including setting criteria for assessment
4. Gather criteria for differentiation through
preassessment and ongoing formative assessment