ASSESSMENT and EVALUATION FOR IMPROVED STUDENT LEARNING: Integrating Assessment and Instruction.

ASSESSMENT and EVALUATION FOR IMPROVED

STUDENT LEARNING:

ASSESSMENT and EVALUATION FOR IMPROVED

STUDENT LEARNING:

Integrating Assessment and Instruction

Integrating Assessment and Instruction

KEY MESSAGE

Assessment, evaluation and instruction are integral to learning. Each must be purposefully planned but also flexible to meet the needs of learners.

Activity One:Assessment Inventory

Webcast:Rethinking Classroom Assessment with Purpose in Mind

Dr. Lorna Earl

How can we effectively use assessment and evaluation to improve our students’ learning?

Is there evidence that improving assessment for learning raises standards?

YES…

“…few initiatives have had such a strong body of evidence to raise standards.”

“…the average effect size was around 0.3 standard deviations…

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Qu

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School 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.”

Adapted from Black & Wiliam ‘Inside the Black Box’ (1998)

AssessmentOF Learning FOR Learning•Evaluation •Assessment

•Summative (after) •Diagnostic (before) & Formative (during, ongoing)

•Judging •Coaching

•Assigning grades & reporting on achievement

•Providing feedback to students•Providing feedback to teachers to adjust instruction

SharingLearning goals/

Criteria forSuccess

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Feedback Questioning

Self- andPeer-

Assessment

AssessmentFor

Learning

Activity Two: The Purpose of Assessment and Evaluation

New ideas? New perspectives?How does this information impact your assessment and evaluation practice?

KEY MESSAGE

Assessment, evaluation and instruction are integral to learning.

Each must be purposefully planned but also flexible to meet the needs of learners.

Planning your approach to

assessment and evaluation is just as important as

planning what you are going to

teach. Talk about Assessment, Cooper, D. p. 202

What do I want them to learn?

Overall and Specific ExpectationsFundamental Concepts, Big Ideas

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“Assessment and evaluation will be based on the provincial curriculum expectations…”

Policy Connection

Fundamental ConceptsBig IdeasOverall ExpectationsSpecific Expectations

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:

Policy Connection

Activity Three: What Do I Want Them To Learn?

What was done well? Suggestions for next steps:

Activity Three: What Do I Want Them To Learn?

ST 1:

ST 2:

ST 3:

ST 4:

ST 5

ST 6:

ST 7:

WHAT DO I WANT THEM TO LEARN?

•Identify the Big Idea, Fundamental Concept, Overall and Specific Expectations

•Develop key questions relating to the big ideas

•Cluster the expectations (overall and related specific expectations)

•Develop learning goals


How will I know they have learned it?


EvaluationMeasure learning at certain checkpoints nearthe end of a cluster of expectations or the unit

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Policy Connections

“Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories.”

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Policy Connection

“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







Building Blocks – Sign Posts- Evidence – Look Fors

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Overall Expectations








EVALUATION

ProfessionalJudgement

If assessment and evaluation is to lead to the improvement of learning,then 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.

Activity Four: How Will I Know They’ve Learned It?

Does the culminating performance task allow students to demonstrate their learning?

Does the rubric clearly describe the specific performance criteria that will demonstrate the learning?

Does it align with the learning goals?

HOW WILL I KNOW THEY’VE LEARNED IT?

•Design the Assessment of Learning (tasks/assessment strategies to evaluate students’ achievement of overall expectations through a cluster of related specific expectations)

•Identify the criteria to measure performance

•Design assessment tools to record data





Assessment for LearningOngoing monitoring of student progress•Sharing goals & criteria•Feedback, Questioning•Peer and self-assessment

How will I respond to students who aren’t making progress?

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

Assessment StrategiesAnd ToolsChecklists, Anecdotal Observations, etc)

Instructional StrategiesScaffoldingDifferentiation

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Adjusting Instruction

SharingLearning goals/

Criteria forSuccess

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FeedbackAssessment

ForLearning

“…the most powerful part” of assessment…

Dr. Lorna Earl

Assessment for Learning:Feedback

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.

“…the most powerful single modification that enhances achievement is feedback.”


Numerical score;Right/wrong;

Anecdotal feedback;No grade necessary for formative tasks


Students who are given comments only – rather than marks or marks and comments – make more gains in achievement and feel more positive about the experience (Butler, 1998).

Research indicates that oral feedback is more effective than written feedback, particularly for low-achieving, at-risk students (James, McCormick, & Wiliam, n.d.).

Leading Math success, p 50

General(“need more practice”)

Identify what is done well,

what needs improvement,

and how to get there

Specific,Focused


Little or no follow-up

Opportunities for students to respond to comments


Effective feedback:

is anecdotal

is specific and focused

includes opportunities for improvement and follow-up


Activity Five: Providing Effective Feedback

The sample represents a student’s first draft of the performance task submitted to you for formative feedback. Select ONLY ONE of the seven sections of the draft to provide specific descriptive feedback to the student that indicates what was done well, what needs to be improved and how specifically it can be improved.•The challenge•Thumbnail sketches•Preconstruction sketch•Trial and modification recording sheet•Explanation of procedures•Post construction drawings•Design Reflections





Assessment for LearningOngoing monitoring of student progress•Sharing goals & criteria•Feedback, Questioning•Peer and self-assessment


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

Assessment StrategiesAnd ToolsChecklists, Anecdotal Observations, etc)

Instructional StrategiesScaffoldingDifferentiation

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Adjusting Instruction

To maximize learning, assessment AND

instruction must be purposefully planned to support students to

attain a clearly defined learning goal.

Student’s current knowledge and skills

Desired knowledge and skills

ScaffoldedLearning goal

Instruction

AssessmentHow will I design the learning?



Student’s current knowledge and skills

Desired knowledge and skills


Instruction

AssessmentHow will I design the learning so all will learn?




Activity Six: How Will I Design the Learning?

1. Is the learning goal shared and clarified with the students?

2.Do students know how their learning will be monitored during/at the end of this subtask?

3.Do students know what criteria will be used to measure their progress on the learning goal for this subtask?

4.Have oral questions that will identify challenges and misconceptions been planned in advance?

Activity Six: How Will I Design the Learning?

5. Is the assessment linked to instruction?6. Does the design of the instruction and

assessment provide for feedback from the teacher and/or peers?

7. Are there opportunities for students to follow up on feedback prior to completion of the performance task?

8. Are there suggestions for how the teacher will monitor that students have acted on the feedback?

HOW WILL I DESIGN THE LEARNING?HOW WILL I RESPOND TO THOSE WHO AREN’T MAKING PROGRESS?

•Share and clarify learning goals•Identify how students will demonstrate their progress•Plan key questions•Design assessment and instruction to develop knowledge/skills and monitor learning•Provide feedback and time to implement•Adjust instruction

• A Planning Model for consideration

• Graphic Organizer – based on a Fishbone

An Assessment Planning Tool

Ass

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SUCCESS

Learning Goal(s)InstructionAssessment

Research question

Works cited & research notes

Report outline

First draft

Final published copy

Evaluation:

K/U T/ICA

Research ReportSubtask 5

Exemplar analysis

Feedback* on research question

Feedback* on works cited & research notes

Feedback* on outline

Peer assessment of first draft

Feedback* on second draft

Learning Goal

Evaluation:

Research ReportSubtask 5

*Follow-up opportunities providedMonitoring of follow-up

Assessment for Learning• What categories of the AC does the task assess?• What knowledge and skills in the overall and specific

expectations do students need to be successful? • What are the assessment activities

(formative/diagnostic) to develop the specific knowledge and skills?

• What learning skills will contribute to students’ successful completion of the performance task?

• How will I assess their individual learning from day-to-day?

• What misconceptions/barriers might be anticipated?• What alternative strategies will I employ to address the

needs of students who are not progressing?

Activity Seven: Assessment Planning

Complete one section of the fishbone organizer to show the learning goals, instruction and assessment that will build students’ knowledge and skills for successful completion of the culminating performance task.

When teachers commit to learning as the focus of assessment, they change the classroom culture to one of student success.

D. Cooper, Talk About Assessment, p. 10

Paul Walsh, Education OfficerCAP [email protected] 325 4393

Joanie Causarano, Education OfficerCAP [email protected] 325 2100

John Ryall, ManagerAssessment & Reporting [email protected] 325 2510

ASSESSMENT and EVALUATION FOR IMPROVED STUDENT LEARNING: Integrating Assessment and Instruction.

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