assessment and evaluation for improved student learning provincial training
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Assessment and Evaluationfor Improved Student Learning
Provincial TrainingScience & Technology Grades 1 - 8
Spring 2007
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Assessment and Evaluation Policy:Updated
Assessment and Evaluation ofStudent Achievementpp. 21 – 27
Basic Considerations (p. 21)
The Achievement Chart for Science and Technology (p. 23)
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Basic Considerations:
The primary purpose of assessment and evaluation is to improve student learning.
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Basic Considerations:
“Assessment” defined
Assessment is the process of gathering information from a variety of sources…that accurately reflects how well a student is achieving the curriculum expectations…Teachers provide descriptive feedback to guide students’ efforts toward improvement.
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Basic Considerations:
“Evaluation” defined
Evaluation is the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality.
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Basic Considerations:Guiding Principles
Teachers must use assessment and evaluation strategies that:
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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Basic Considerations:Guiding Principles
Teachers must use assessment and evaluation strategies that:
Accommodate students with special education needs, consistent with the strategies in their IEP;
Accommodate the needs of students who are learning the language of instruction;
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Basic Considerations:Guiding Principles
Teachers must use assessment and evaluation strategies that:
Ensure that each student is given clear directions for improvement;
Promote students’ ability to assess their own learning and to set specific goals;
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Basic Considerations:The Curriculum Expectations
All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.
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Basic Considerations:Guiding Principles
A student’s achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations.
Overall Expectations
SpecificExpectations
SpecificExpectations
SpecificExpectations
SpecificExpectations
SpecificExpectations
SpecificExpectations
SpecificExpectations
Building Blocks – Sign Posts- Evidence – Look Fors
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Overall Expectations
SpecificExpectations
SpecificExpectations
SpecificExpectations
SpecificExpectations
SpecificExpectations
SpecificExpectations
SpecificExpectations
EVALUATION
ProfessionalJudgement
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Basic Considerations:Levels of Achievement
Level 3 – Provincial standard
Level 1 – Much below standard but still a passing grade
Level 2 – Approaches the standard
Level 4 – Surpasses standard, but not beyond the grade
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The Achievement Chart
Intent of the revisions:
Promote consistency across grades and disciplines
Clearly define components
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A standard province-wide guide to be used by teachers to make judgements about student work that are based on clear performance standards, and on a body of evidence collected over time
The Achievement Chart
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
The achievement chart is designed to:
The Achievement Chart
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The Achievement Chart
Categories Levels Descriptors Qualifiers
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Achievement Chart:Categories
•Represent 4 broad areas of knowledge and skills.•Interrelated, reflecting the wholeness and interconnectedness of learning.
Knowledge and Understanding
Thinking and Inquiry
Communication
Application
Achievement Chart:Categories
Achievement Chart:Descriptors
•Indicates the characteristic of a student’s performance with respect to a particular criteria
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Building a Rubric…
Achievement Chart:Criteria
•Subsets of knowledge and skills that define each category.•The criteria identify the aspects of student performance that are assessed and/or evaluated (i.e., the “look fors”).
Achievement Chart:Qualifiers
A qualifier is used to define each of the four levels of achievement.
Limited Some Considerable Thorough/High degree
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Between now and the date of your training session, have a discussion with your Board implementation team about the messages you heard here today and the sections of the Introduction you read at the beginning of the session.
Consider how you will use this information as part of your Board training sessions.
If you have questions that were not answered today, please bring them with you to your training session.
Next Steps
Paul Walsh, Education OfficerCAP BranchPaul.walsh@ontario.ca416 325 4393
Joanie Causarano, Education OfficerCAP BranchJoanie.causarano@ontario.ca416 325 2100
John Ryall, ManagerAssessment & Reporting UnitJohn.ryall@ontario.ca416 325 2510
We look forward to seeing you at our sessions in April!
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