Communication Skills: Connecting Personally

Sheridan Institute of Technology and Advanced LearningWednesday, April 27, 2005

Michael Kunka, TCDSB Literacy Resource Teacher michael.kunka@tcdsb.org

AGENDAAGENDA

1. Backwards Design Model

2. Assessment and Evaluation

3. Achievement Chart and Senior Writing Expectations

4. Rubric Based Assessment and Evaluation

Beginning with the End in MindBeginning with the End in Mind

To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.

Stephen R. Covey

Planning with the End in MindPlanning with the End in Mind

Assessment and EvaluationAssessment and Evaluation

There is a clear distinction between

assessment and evaluation.

The teacher assesses a student’s progress throughout the term, using a variety of strategies and tools.

The teacher evaluates a student’s progress usually at the end of a term basing the evaluation on the student’s best, most consistent work.

A Guide to Effective Instruction in Reading p. 12.3

Assessment and Assessment and Evaluation ComparedEvaluation Compared

Common Elements:

• Focused on expectations

• Engaging for students

• Enhancing students’ knowledge and skill

adapted from Ken O’connor, How to Grade for Learning: Linking Grades to Standards

Comparison…….…...con’t.Comparison…….…...con’t.

Formative Assessment• Introduction, instruction or practice for

students learning knowledge and/or skill• Introduce criteria, allow for feedback, self-

assessment, and guided practice• May be narrow in focus – introduce or

provide practice on specific skills and knowledge

• Information for report card commentsadapted from Ken O’connor, How to Grade for Learning: Linking Grades to Standards

Comparison…….…...con’t.Comparison…….…...con’t.

Summative Assessment (Evaluation)• Students demonstrate knowledge/skill on which

they have had opportunity to practice• Are based on known criteria• Usually broader – integrate important skills and

knowledge• Information for report card grades and comments

adapted from Ken O’connor, How to Grade for Learning: Linking Grades to Standards

Thinking Then …Thinking NowThinking Then …Thinking Now

Grading

The Past The Present

Assessment Evaluation Assessment Evaluation

Achievement Chart for EnglishAchievement Chart for English

andand

Senior English Writing ExpectationsSenior English Writing Expectations

The Achievement ChartThe Achievement Chart• The achievement chart identifies four

categories of knowledge and skills in English:1. Knowledge/Understanding2. Thinking/Inquiry3. Communication4. Application

• These categories are presented on a four point scale

• Encompasses the performance standard

Achievement Chart for EnglishAchievement Chart for EnglishPurpose:

• Guides teachers in planning instruction and learning activities that will lead to the achievement of curriculum expectations

• Guides students in assessing their own learning and planning strategies for improvement

• Provides parents with an overall description of achievement at each level

• Facilitates openness and clarity of achievement levels amongst all stake holders

Senior English Writing ExpectationsSenior English Writing Expectations

• All curricular expectations are encompassed in the achievement chart

• English Writing Expectations fall into two categories: 1. Overall Expectations

2. Specific Expectations

• Provide the content standard

Overall Expectations for WritingOverall Expectations for Writing

• They describe in general terms the knowledge and skills that students are expected to demonstrate by the end of the term

• The Ministry has identified 5 Overall Expectations

Specific Expectations for WritingSpecific Expectations for Writing• They describe the expected knowledge

and skill in greater detail• The Ministry has sub-divided the

expectations under the following headings:1. Generating ideas and gathering information2. Choosing the form to suit the purpose and

audience3. Organizing ideas and information in written work4. Revising drafts5. Editing, proofreading, and publishing

Rubric Based Rubric Based Assessment/EvaluationAssessment/Evaluation

• allow assessment to be more objective and consistent • focus the teacher to clarify his/her criteria in specific

terms • clearly show the student how their work will be

evaluated and what is expected • promote student awareness of the criteria to use in

assessing peer performance • provide useful feedback regarding the effectiveness of

the instruction • provide benchmarks against which to measure and

document progress

A Final ThoughtA Final Thought“All scoring by human judges, including assigning points and taking them off … homework is subjective. The question is not whether it is subjective, but whether it is defensible and credible. The AP and IB programs (are) credible and defensible, yet subjective. I wish we could stop using that word [scoring] as a pejorative! So called objective scoring is still subjective test writing.”

Wiggins, Grant, January 19, 2000 answering a question on chatserver.ascd.org

QuestionsQuestions

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