Presentation on theme: "ASSESSMENT and EVALUATION FOR IMPROVED STUDENT LEARNING: Integrating Assessment and Instruction Gr. 9 - 12 Arts, Fall 2009."— Presentation transcript:
ASSESSMENT and EVALUATION FOR IMPROVED STUDENT LEARNING: Integrating Assessment and Instruction Gr Arts, Fall 2009
Key Question What does good assessment and evaluation “look like”? Assessment For 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 Practices Assessment For Learning
Activity Assessment For Learning SIMULATION Assessment 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 Assessment AS Learning Assessment FOR Learning
Quartile 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.” Research
Assessment OF LearningFOR & 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
I do, you watch I do, you help You do, I help You do, I watch Scaffolding Assessment For Learning
How can we plan assessment, evaluation, and instruction to improve student learning? Planning for Learning Assessment For Learning
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 Assessment For Learning
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 learning SUCCESS!
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 Goals Assessment For Learning
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 Assessment For Learning
Current knowledge and skills Desired knowledge and skills Scaffolding
Learning goal Instruction Assessment Current knowledge and skills Desired knowledge and skills
Sample Learning Goals Assessment For Learning 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 Goals Assessment For Learning 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 Assessment For Learning
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 Feedback Assessment For Learning
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 Assessment For Learning
Success criteria Describe what successful achievement of learning goal “looks like” Use language that students understand Success Criteria Assessment For Learning
Success Criteria Assessment For Learning TASK: Co-construct a criteria t-chart for the musical composition in the AMU 1O unit.
1. Brainstorm a list of ideas 2. Sort and group the ideas 3. Make and post a T-chart 4. Use and revise as you learn more. Davies, A, Herbst-Luedtke, S, Parrott Reynolds, B. Making Classroom Assessment Work p. 57 Co-constructing Criteria Assessment For Learning
“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 Criteria Assessment For Learning
TASK: Identify Assessment for Learning practices embedded in a lesson Examine Lesson 3 from the sample unit. Identify any of the AfL practices Learning Goals/Success Criteria Eliciting Evidence of Student Understanding Feedback Peer and Self Assessment AfL and Planning Assessment For Learning
Learning Goals We are learning to: use the "creative process" when composing use the elements of music to plan a composition use 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, loyalty Co-constructing criteria for success Teacher modeling Peer and self assessment
Traffic light Thumbs up, thumbs down Target Got it! Getting there Not yet Feedback
Feedback Log DateFeedbackAction to be takenAction Completed Feb. 12 Itinerary has several clearly described events Identify the times more accurately Provide more details about each event √
Exit Card Assessment For 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 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 Officer CAP Branch Joanie Causarano, Education Officer CAP Branch