Presentation on theme: "What can we do?. The primary purpose of assessment and evaluation is to improve student learning. We must know our learners. Fairness means meeting."— Presentation transcript:
The primary purpose of assessment and evaluation is to improve student learning. We must know our learners. Fairness means meeting the instructional needs of our learners. We foster hope and resilience.
The Policy is brief and general The Directives are in the AER folder on your FC desktop. The Directives are divided into 8 areas Teachers have responsibilities under each one
1. Evidence of Learning 2. Assessment for and as learning 3. Learning and Work Habits 4. Learning for All - Special Needs 5. ELL 6. Determining Report Card Grad 7. Missing Evidence 8. Communicating & Supporting Student Achievement
Highlights that follow will show some of the elements of the new AER policy that relate to plagiarism and research
1.2.1 Collaboratively with teachers of the same course/grade/division/department, begin planning for evaluation by establishing: 220.127.116.11 common understanding of the overall expectations students need to achieve; 18.104.22.168 the criteria for successful achievement for the course/subject and units across the four categories of knowledge and skill; 22.214.171.124 the types of evidence of student learning to collect at the end of each period of learning, including an appropriate balance of observations, conversations and products; 126.96.36.199 the appropriate descriptors of effectiveness for the criterion being evaluated in the categories thinking, communication or application; Working collaboratively With others teaching the same course
What can be decided upon collaboratively that will help students avoid plagiarism?
Agree on the language; definitions Academic Honesty vs. Dishonesty -includes both plagiarism and cheating
The use or close imitation of the language and thoughts of another without attribution, in order to represent them as one’s own original work.
Intent If explicitly taught, then students who violate cannot claim it was accidental Extent From whole assignments to single sentences
Behaving in a manner that gives a student an unfair advantage ◦ Using technology on a test ◦ Sharing test questions ◦ Using cheat notes
Refer to student responsibilities under the Policy…Evidence of learning 1.3.4: Students shall… ◦ “Ensure that the evidence they provide is their own work, not the result of cheating or plagiarism.”
1.3.1 Provide evidence of their learning by completing all tests, demonstrations, projects, presentations and assignments to the best of their ability within established timelines. 1.3.2 Use organizational and time management strategies to meet deadlines. 1.3.3 Work collaboratively with their teachers to get extra help and support and manage their time when required. 1.3.4 Ensure that the evidence they provide is their own work, not the result of cheating or plagiarism.
3. Agree on a Style to be used 4. Make sure major projects/essays are equivalent in their demands 5. Agree on major research skills to be added 6. Agree what citation and research skills will be explicitly taught and how 7. Learning Goals and Success Criteria related to plagiarism 8. Decide what is required of different grades, ages, levels of students
1.2.2 Plan student activities that will elicit the required evidence of learning; 1.2.3 Use a variety of age/grade appropriate strategies to teach students academic honesty and research skills; 1.2.4 Use a variety of age/grade appropriate strategies to motivate students and facilitate learning. Explicitly teach academic honesty skills and research skills in an age/grade appropriate manner
1.2.1 Plan assessment concurrently with instruction; 1.2.2 Integrate assessment seamlessly with instruction; 1.2.3 Share and clarify learning goals at the onset of learning, ensuring common understanding for all students; 1.2.4 Co-construct or share and clarify success criteria at the onset of learning, ensuring common understanding for all students; 1.2.5 Use a variety of tasks to elicit evidence of student learning; Include and ensure students know and understand the Learning Goals and Success Criteria related to Plagiarism
1.2.6 Gather information about student learning before, during and at or near the end of a period of instruction; 1.2.7 Analyse and interpret evidence of learning and use information gathered from evidence of learning to guide instruction and plan next steps; 1.2.8 Provide descriptive feedback to help students improve their learning and achieve learning goals; 1.2.9 Teach and support students’ development of self and peer-assessment skills; 1.2.10 Support students in developing their own learning goals. Know what your students know about plagiarism, citation and research
1.2.1 Help students and parents understand the learning skills and work habits, and their importance. 1.2.2 Discuss and explicitly teach the learning skills and work habits. 1.2.3 Share age/grade appropriate learning goals and success criteria for development of the learning skills and work habits. 1.2.4 Explain how learning skills and work habits will be assessed and evaluated. 1.2.5 Assess students’ development of the learning skills and work habits using shared success criteria, provide descriptive feedback, and help students set individual goals for improvement. Time management is a critical skill for completing research Academic honesty is tied to integrity
1.2.1 Gather information through diagnostic and formative assessment strategies and use that information to develop appropriate instructional and assessment strategies; 1.2.2 Collaborate with special education teachers to develop and implement adaptations, including accommodations, modifications and/or other interventions based on the student’s profile and information contained in the IEP, if one has been developed; 1.2.3 Whenever possible and appropriate consult with parents/guardians in the development of accommodations, modifications, and/or other interventions, and when consultation has not occurred communicate these to parents/guardians; Accommodate students with I.E.P.s
1.2.1 Ensure that students understand their responsibilities with respect to providing evidence of their learning within established timelines; 1.2.2 Ensure that students understand academic honesty and their responsibilities to ensure that the evidence they provide of their learning is their own work; 1.2.3 Use a variety of strategies to facilitate student engagement and completion and submission of student work; 1.2.4 Promote academic honesty, and teach, assess and provide descriptive feedback to students on research skills; Ensure that students understand academic honesty and their responsibilities to ensure that the evidence they provide of their learning is their own work; Promote academic honesty, and teach, assess and provide descriptive feedback to students on research skills;
1.2.5 Consult with administration when evidence of student achievement of the overall expectations is late, incomplete or missing; 1.2.6 For Grades 1 – 6, report on late or missing evidence of learning on the Learning Skills and Work Habits on the Report Card; 1.2.7 For Grades 7 – 12 use code “NM” in their mark records to indicate missing evidence of learning; 1.2.8 Use code “I” in their mark records to indicate there has been no opportunity for the student to demonstrate achievement of the overall expectations; Consult when early steps in larger projects are missed
1.2.9 Use a variety of strategies to facilitate the completion and submission of late, incomplete or missing evidence of learning; 1.2.10 Where a mark penalty or deduction is applied, ensure it does not result in a change of mark of greater than 1 level, or 10 percent from the student’s actual achievement of the overall expectations; 1.2.11 Where the submission of student evidence of learning cannot be accepted, provide students with other opportunities to demonstrate their achievement of the overall expectations;
1.2.12 In cases where students cheat or plagiarize, treat the expectations being evaluated as missing; 1.2.13 In cases where students cheat or plagiarize ensure consequences for the behaviour do not impact their academic achievement; 1.2.14 When developing consequences for cheating or plagiarism consider all appropriate factors and follow the described continuum. Treat plagiarism as a behaviour; re-instruct and have them repeat
1.2.3 Use a variety of age/grade appropriate strategies to teach students academic honesty and research skills; 1.2.4 Promote academic honesty, and teach, assess and provide descriptive feedback to students on research skills;
There are a multitude of smaller skills embedded within these statements: ◦ Note-taking ◦ Understanding the differences between sources (journals vs. magazines) ◦ Extracting bibliographic information from a source ◦ Creating a bibliography ◦ Locating, interpreting and using a Style Guide ◦ Creating citations for various sources ◦ Using direct quotes, paraphrases and summaries ◦ Formatting papers and quotes properly ◦ In-text citing ◦ Integrating the ideas of others effectively
Thesis and question generation Keyword searching Search techniques Finding appropriate sources Using databases Understanding the nature of different types of sources (peer-reviewed; scholarly sources) Annotated bibliographies Evaluating sources
Think about what you remember from times you may have researched or cited sources. Need help? Remember…students do not “know” how to do these things. You can never assume they do. Go to Library website and access the Staff Resources link on the left menu. http://schools.hwdsb.on.ca/ancasterhigh/library-2/ http://schools.hwdsb.on.ca/ancasterhigh/library-2/ Download the Staff Plagiarism Workshop handout.