ASSESSMENT and EVALUATION FOR IMPROVED

STUDENT LEARNING:

Integrating Assessment and Instruction

Integrating Assessment and Instruction

Gr. 9 - 12 Arts, Fall 2009

Key QuestionKey Question

What does good assessment and evaluation “look like”?

AssessmentFor

Learning

We are learning to:

• Plan assessment that is clearly linked with instruction;• Identify and explain the four core practices of assessment for learning; • Incorporate the practices in lesson and unit planning• Write learning goals and identify success criteria

Core PracticesCore PracticesAssessment

ForLearning

ActivityActivityAssessment

ForLearning

SIMULATIONAssessment and

Evaluation

Webcast:Rethinking Classroom Assessment with Purpose in Mind

Dr. Lorna Earl

…Every time you do assessment, it is not a decision point – it can be a learning point…

What does the research say?

Assessment OF Learning

AssessmentAS Learning

AssessmentFOR Learning

4

3

2

1

Qu

arti

leSchool Ranking by

Quartile

“Effectively implemented, formative assessment can do as much or more to improve student achievement than any of the most powerful instructional interventions, intensive reading instruction, one on one tutoring, and the like.”

Research

AssessmentOF Learning FOR & AS Learning• Evaluation• Summative (after)

• Judging• Assigning grades & reporting on achievement

• Assessment• Diagnostic (before) & Formative (during, ongoing)• Coaching• Providing feedback to students & teachers to make decisions about next steps in learning

Learning Goals

Success Criteria

Descriptive Feedback

Peer/Self assessment

Individual Goal setting

Assessment Continuum Assessment ContinuumAssessment

ForLearning

Eliciting E

vidence of U

nderstanding

• I do, you watch• I do, you help• You do, I help• You do, I watch

ScaffoldingScaffoldingAssessment

ForLearning

How can we plan assessment, evaluation, and instruction to improve student learning?

Planning for Learning Planning for Learning Assessment

ForLearning

Desired knowledge and skills

What am I supposed to learn?

What does successful learning look like?

How am I doing?

Diagnostic assessment to determine current knowledge/skills

Share learning goals

Develop success criteria with students and post for ongoing reference & revision

Feedback (from teacher, peers, self)

Current knowledge and skills

To maximize learning, assessment AND instruction

must be purposefully planned to support students to attain a clearly defined learning goal.

Planning for Learning Planning for Learning Assessment

ForLearning

What do I want them to learn?

How will I know they have learned it?

How will I design the learning so that all will learn?

Planning with the End in Mind

Where in the unit do you see evidence that this question has been addressed?

What do I want them to learn?

Planning with the End in Mind

Enduring Understandings

Overall Expectations

Key Questions

Learning Goals

How will I know they have learned it?

Planning with the End in Mind

Assessment of Learning (Evaluation)

How will students demonstrate their knowledge and skills when they have finished learning?

What evidence will be produced?

Products

Conversations Observations

How will I know they are learning it?

Planning with the End in Mind

Assessment for Learning

How will students demonstrate their knowledge and skills while they are learning?

How will we monitor their progress?

Exit cards, journal entries, observation, conversations, …

How will I design the learning so that all will learn?

Planning with the End in Mind

Instruction

Assessment

• Ongoing monitoring of learning• Strategies and tools to elicit evidence of learning• Teacher feedback• Peer Assessment• Self Assessment• Learning “how to learn”

How can we ensure that students know and understand what we expect them to learn?

What we think we

are teaching

What they think they

are learningSUCCESS!

Learning is easier when learners understand what goal they are trying to achieve, the purpose of achieving the goal, and the specific attributes of success.

Chappuis, S. Educational Leadership, September 2002 | Volume 60 | Number 1

Learning GoalsLearning GoalsAssessment

ForLearning

Learning Goals are brief, concise statements, in student-friendly language, that describe what students are to know or be able to do at the end of a period of instruction.

Learning Goals Learning GoalsAssessment

ForLearning

Current knowledge and skills

Desired knowledge and skills

Sca

ffo

ldin

g

Sca

ffo

ldin

g

Learning goal

Learning goal

Learning goal

Learning goal

Instruction

Assessment

Current knowledge and skills

Desired knowledge and skills

Sample Learning Goals Sample Learning GoalsAssessment

ForLearning

1. We are studying the creative process. (Gr. 9)2. I am learning to analyse and synthesize information. (Gr. 10)3. Understand the uses of buttons, labels and text fields. (Gr. 12)4. I can explore a wide range of increasingly complex traditional and

emerging technologies, tools, and techniques. (Gr. 12)5. I will be able to use descriptive words, phrases and expressions to

clearly describe a scene or situation. (Gr. 10)6. We are learning to use charts or hand-drawn sketches to show

the sequence of things, how things are related, or compare different alternatives. (Gr. 11)

7. I can use a variety of techniques to convey a sense of movement. (Gr. 11)

8. You will know how to create and perform phrases that explore two or more elements of dance. (Gr. 9)

Learning GoalsLearning GoalsAssessment

ForLearning

TASK: Identify the Learning Goal(s) for Lesson 3 of the sample unit.

• Read the lesson plan, giving careful attention to the specific expectations and how they are addressed.• Identify the knowledge and skills that the student is expected to demonstrate.• Develop learning goal statement(s) that meet the criteria for effective learning goals.

To be effective, learning goals must be:

• Identified and shared at the outset of learning

• Clarified with the students

• Referred to during the learning

Learning Goals Learning GoalsAssessment

ForLearning

• Related to learning goals and criteria

• Timely and specific

• What was done well, what needs improvement, how to improve

• Descriptive not evaluative

• Include monitored opportunities to try again

FeedbackFeedbackAssessment

ForLearning

Assessment feedback often has a negative impact, particularly on low-achieving students, who are led to believe that they lack ‘ability’ and so are not able to learn.

Research

• Assessment, not evaluation

• Ensuring students understand learning goals and success criteria

• Modelled by teacher before attempted by students

• Students providing feedback (done well, needs improvement, how)

Peer- and Self-Assessment Peer- and Self-AssessmentAssessment

ForLearning

Success criteria

• Describe what successful achievement of learning goal “looks like”

• Use language that students understand

Success Criteria Success CriteriaAssessment

ForLearning

Success CriteriaSuccess CriteriaAssessment

ForLearning

TASK: Co-construct a criteria t-chart for the musical composition in the AMU 1O unit.

1. Brainstorm a list of ideas2. Sort and group the ideas3. Make and post a T-chart4. Use and revise as you learn

more.

Davies, A, Herbst-Luedtke, S, Parrott Reynolds, B.Making Classroom Assessment Work p. 57

Co-constructing Criteria Co-constructing CriteriaAssessment

ForLearning

“When we invest time up front to build the vision [of what students are to be learning], we gain it back later in increased student motivation and the resulting higher-quality work.”Chappuis (2009)

Learning Goals and Success CriteriaLearning Goals and Success CriteriaAssessment

ForLearning

TASK: Identify Assessment for Learning practices embedded in a lesson

•Examine Lesson 3 from the sample unit.Identify any of the AfL practicesLearning Goals/Success CriteriaEliciting Evidence of Student UnderstandingFeedbackPeer and Self Assessment

AfL and PlanningAfL and PlanningAssessment

ForLearning

Learning Goals We are learning to:use the "creative process" when composing use the elements of music to plan a compositionuse a compositional tool to create a composition (Finale)

Guiding Questions: How do the stages of the creative process help us to compose a piece of music?What are some techniques and tools musicians use to compose?

•Elements of Music Diagnostic Assessment

•BLM2 "Using Finale“

•Journal Entry: “Use each of the following creative process stages as headings: 1. Challenging and Inspiring, 2. Imagining and Generating, 3. Planning and Focusing, explain how you have used each stage, so far, in the development of your composition.”

•Peer and self assessment

Process Portfolio to evaluate the application of the stages of the creative process in an original composition. The Process Portfolio will include graphic organizers, self reflections, checklists, rating scales and feedback response logs. (rubric)

Original composition (rubric)

Samples of music conveying courage, honesty, loyaltyCo-constructing criteria for successTeacher modelingPeer and self assessment

• Traffic light

• Thumbs up, thumbs down

• Target

Got it!

Getting there Not yet

Feedback

Feedback Feedback Log

Date Feedback Action to be taken ActionCompleted

Feb. 12

Itinerary has several clearly described events

Identify the times more accurately

Provide more details about each event

√

Exit Card Exit CardAssessment

ForLearning

We are learning to:

• Plan assessment that is clearly linked with instruction;• Identify and explain the four core practices of assessment for learning; • Incorporate the practices in lesson and unit planning• Write learning goals and identify success criteria

Exit Card

Something new I learned…

I want to learn (more) about…

A question I have is…

I understand, I know what to do

next. I can handle this. I choose to

keep trying.

I don’t know what this means. I have no idea what to do next. I’m probably too dumb to learn this anyway. I give

up.

Paul Walsh, Education OfficerCAP BranchPaul.walsh@ontario.ca416 325 4393

Joanie Causarano, Education OfficerCAP BranchJoanie.causarano@ontario.ca416 325 2100