Presentation on theme: "The Difference Between Assessment and Evaluation"— Presentation transcript:
1The 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.EvaluationEvaluation 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; andto 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, 2006Key PointsAssessment is to improve student learning, but informing ongoing adjustments to instructionEvaluation is a judgment about the learning that has occurred. It includes conversations, observations and products
2Assessment for Learning – Rick Stiggins Using the IPODs, listen toRick Stiggins explainthe difference betweenAssessment of Learningand Assessment forLearningUsing the RAN organizer, please make notes as you listen to this video.
3Things to ConsiderWhere 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
4ASSESSMENT FOR LEARNING RICK STIGGINS 7ASSESSMENT FOR LEARNINGWhere Am I Going?Where Am I Now?How Can I Close The Gap?Curriculum Expectations(based on student data)Deconstructed Curriculum ExpectationsStudents are given learning targets in student-friendly languageStudents are shown samples and models of strong and weak workStudents are involved in setting and using criteriaOffer descriptive feedback in relation to the targetTeach students to self assess and set goalsDesign lessons to focus on one aspect of quality at a time(based on assessment data)Teach students focused revisionEngage students inSelf-reflection, and let them keep track of their learningSummary of Stiggins 7 to post while they are talking in their teams.
5Stages of Design Down Planning Identify Big Ideas, cluster expectations, Create Essential questionsCreate Assessments for Gathering Data from a range of sourcesConversationsObservationsProductsOverview 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 IdeasBased on the work of Wiggins & McTighe, 2005
6Big IdeasBig 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.
7What evidence will be produced? Planning with the End in MindWhat do I want them to learn?EvaluationHow will students demonstrate their knowledge and skills when they have finished learning?What evidence will be produced?ProductsObservationsConversationsHow 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
8Assessment 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
9Assessment Instruction Desired knowledge and skillsLearning goalScaffoldingAssessmentLearning goalLearning goalInstructionHow 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 goalCurrent knowledge and skills
10This 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.
11Who is my contact consultant? Colin HarrisBogart Public SchoolSilver Stream Public SchoolParkland Public SchoolSusan DicksonKettleby Public SchoolPark Avenue Public SchoolMorning Glory Public SchoolBarbara Klerer-GoldenbergGerman Mills Public SchoolJoseph A. Gibson Public SchoolAurora Senior Public SchoolKevin MerkleyBakersfield Public SchoolDonald Cousens Public SchoolSummitview Public School
12Ticket out the door Question I still have… Something that was pointed out to me…Additional supports to help further refine my understanding of DI…