1. The Evaluation Process Learning and Evaluation Situations April 15 & 16, 2009 MELS Anglophone Development Team

2. The Evaluation Process – A Review Planning for evaluation Information gathering and interpretation Professional judgment Decision-action Communicating results L. Rabinovitch

3. GOAL Brain Research/Study of Cognition L. Rabinovitch

4. Constructivist Learning Learning situations Language of assessment Learning destination Evidence COMPETENCIES EVALUATION CRITERIA RUBRICS PRIOR LEARNING L. Rabinovitch

5. Socio-constructivism & meta-cognition Teacher Teacher & Student Teacher & Student/Student & Student L. Rabinovitch

6. Cycle Planning Level of Complexity and Autonomy Progress Over the Cycle CT Term 1 E.S. CT Term 2 CT Term 4 CT(s) End-of-Cycle =L.E.S. or Evaluation For and Of Learning CT Term 3 L. Rabinovitch

7. Applied Intelligence (LES’s) Broad Areas Of Learning Content, Strategies, Resources (internal & external), Techniques Subject-specific & Cross-curricular Competencies Continuous Assessment Observable Elements Evidence of learning Subject Area Evaluation criteria and end-of-cycle outcomes Learning & Evaluation Situations L. Rabinovitch

8. Responsibilities of Cycle II Teachers: 1. Evaluation FOR learning Excellent Satisfactory Poor You can do better Good work Not working to potential Behaviour hinders progress 100% 3+ C- You worked hard on this. Now self-assess your work according to the criteria we discussed. Pay particular attention to how (method) you are preparing your assignment. I like what you tried to do here but let’s talk about your work in relation to the goal we established together. L. Rabinovitch

9. Responsibilities of Cycle II Teachers: 2. Evaluation OF learning Complex Task 1 LES/ES Criterion Referenced Evaluation Global Assessment Clearly Meets the Requirements 4+ 84% Complex Task 2 LES/ES Complex Task 3 LES/ES Criterion Referenced Evaluation Global Assessment Criterion Referenced Evaluation Global Assessment Teacher’s Professional Judgment Scales of Competency Levels Evidence of Competency Development Based on Criteria & End-of-Cycle Outcomes Level of Competency Attained Evaluation Grid for Each Task Is Based on the Evaluation Criteria Found in the QEP Evaluation Grid for Each Task Is Based on the Evaluation Criteria Found in the QEP Evaluation is Based on Evaluation Criteria in the QEP Pres criptive L. Rabinovitch

10. Characteristics of a Learning and Evaluation Situation (LES) Meaningful – grabs the students’ interests (broad area of learning) Presents a problem or question that students must address (broad area of learning) Activates prior knowledge (use of internal resources) Comprises one or more complex tasks allowing for continuous feedback Allows for the development of at least one cross-curriculum competency Is student-centered Sufficient and varied activities that support competency development (use of external resources) Promotes differentiation in content, process, product, and evaluation L. Rabinovitch

11. Evaluation criteria Observable Elements C1-Clarity of planning Decide what you are looking for. C1-Diversity of exploratory strategies Select evaluation tools. C1-Validation of the information Keep track of evidence. C1-Consistency of the process Use most recent evidence. C2-Relevance of elements of reflection R: relevant, recent, reliable. C2-Effectiveness of communication S: sufficient. C2-Diversity of possibilities envisaged V: varied, valid. C2-Quality of justification of possibilities envisioned P: pertinent. L. Rabinovitch

12. Evaluation tools for information gathering LES’s Self-evaluation Peer-assessments Rubrics Checklists Competency scales Logbook Portfolio L. Rabinovitch