1. The Difference Between Assessment and Evaluation
Assessment is the systematic and ongoing process of collecting, describing, and analyzing information about student progress and achievement in relation to curriculum expectations and the achievement chart. The primary purpose of assessment is to improve student learning by providing the information needed to direct the modification and refinement of programs to better meet student needs.
Evaluation
Evaluation is the process of integrating and synthesizing summative assessment information from various sources and using this information:
to make inferences and judgments about how well students have achieved the curriculum expectations; and
to determine the worth and to place a value (a letter or percentage grade) on a student’s achievement of the expectation in relation to the achievement chart provided in the Ontario Curriculum for each subject discipline.
This is the definition of Assessment and Evaluation from the Guidelines for Assessment and Evaluation, A Curriculum Expectations Document, 2006
Key Points
Assessment is to improve student learning, but informing ongoing adjustments to instruction
Evaluation is a judgment about the learning that has occurred. It includes conversations, observations and products

2. Assessment for Learning – Rick Stiggins
Using the IPODs, listen to
Rick Stiggins explain
the difference between
Assessment of Learning
and Assessment for
Learning
Using the RAN organizer, please make notes as you listen to this video.

3. Things to Consider
Where are you as a group in your understanding of assessment for learning?
What implications does this thinking have on your work back at school?
In your school teams, please consider the following questions as a framework for discussion

4. ASSESSMENT FOR LEARNING
RICK STIGGINS 7
ASSESSMENT FOR LEARNING
Where Am I Going?
Where Am I Now?
How Can I Close The Gap?
Curriculum Expectations
(based on student data)
Deconstructed Curriculum Expectations
Students are given learning targets in student-friendly language
Students are shown samples and models of strong and weak work
Students are involved in setting and using criteria
Offer descriptive feedback in relation to the target
Teach students to self assess and set goals
Design lessons to focus on one aspect of quality at a time
(based on assessment data)
Teach students focused revision
Engage students in
Self-reflection, and let them keep track of their learning
Summary of Stiggins 7 to post while they are talking in their teams.

5. Stages of Design Down Planning
Identify Big Ideas, cluster expectations, Create Essential questions
Create Assessments for Gathering Data from a range of sources
Conversations
Observations
Products
Overview of Design Down Planning. Also called Backward Planning. Also known as the Teaching/Learning Critical Pathways.
Design and implement lesson plans or a learning plan that connects to the Big Ideas
Based on the work of Wiggins & McTighe, 2005

6. Big Ideas
Big Ideas go beyond discrete facts or skills to focus on larger concepts, principles or processes or thinking that are at the core of a field of study.
What are the big ideas you will focus on for this unit of study? In order to provide room for differentiated instruction and assessment, the ideas need to be broad enough to provide multiple entry points, and attend to different learning styles, preferences, and intelligences.

7. What evidence will be produced?
Planning with the End in Mind
What do I want them to learn?
Evaluation
How will students demonstrate their knowledge and skills when they have finished learning?
What evidence will be produced?
Products
Observations
Conversations
How will I know they have learned it?
How will the student demonstrate that they have gained the necessary knowledge and skills in the unit? In order to evaluate your students, you need to be clear about what your learning targets are and what is the success criteria for that knowledge and/or skills.
How will I design the learning so that all will learn?
Adapted from the Ministry of Education, Ontario

8. Assessment Planning with the End in Mind
What do I want them to learn?
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 plan with DI in mind?
What instructional strategies are appropriate for the learners in my class?
How will I know they are learning it?
Beginning with diagnostic assessments. Not only what students know about the content area, but also learning styles, intelligences, etc., refer back to earlier activity in the morning.
What assessments will you utilize to ensure that the students are gaining the necessary knowledge and skills throughout the instruction? Remember that assessments include observation, conversations and products.
How will I design the learning so that all will learn?
Adapted from the Ministry of Education, Ontario

9. Assessment Instruction
Desired knowledge and skills
Learning goal
Scaffolding
Assessment
Learning goal
Learning goal
Instruction
How will these assessments inform and drive your instruction? As you assess, you need to be making adjustments to your instruction to reflect the changing needs of your students.
Learning goal
Current knowledge and skills

10. This handout summarizes the planning process.
For the next 45 minutes, we would like you discuss in your school teams, what the focus of your unit might be. Please include in your discussion time an opportunity to have a break, coffee and snacks are available and we will reconvene as a larger group at 2:00 p.m.

11. Who is my contact consultant?
Colin Harris
Bogart Public School
Silver Stream Public School
Parkland Public School
Susan Dickson
Kettleby Public School
Park Avenue Public School
Morning Glory Public School
Barbara Klerer-Goldenberg
German Mills Public School
Joseph A. Gibson Public School
Aurora Senior Public School
Kevin Merkley
Bakersfield Public School
Donald Cousens Public School
Summitview Public School

12. Ticket out the door Question I still have…
Something that was pointed out to me…
Additional supports to help further refine my understanding of DI…