1. + Assessment

2. + Assessment For, As, Of Learning (Complete Chart below) Assessment Mode: Written, Oral, Performance (Write, Say, Do) Assessment Strategy Specific task for students e.g., turn and talk, brainstorming, mind map, debate, etc.) Assessment Tool Instrument used to record data i.e., rubric, checklist, observation sheet, etc. Assessment For Learning Diagnostic Assessment As Learning Meta-cognition Self and Peer Assessment Assessment Of Learning Evaluation/Summative

3. + Assessment For Learning: Diagnostic Formative feedback – rather than evaluative Part of everyday teaching - ongoing For the teacher -gathering information about student learning to help make instructional decisions For the student - informs them about their learning

4. + Effective Feedback is: Descriptive rather than evaluative—feedback should identify what the student is doing well and what needs improvement and, most crucially, provide next steps to guide the student on how to improve Focused—on the learning goals and the success criteria. Limited—to a few traits or characteristics of student performance. it is tempting to point out all the areas where improvement is needed; however, feedback is more likely to improve learning when it is focused on a few priorities. Timely—that is, offered “just in time” and at regular intervals to support students in continuously monitoring their progress toward a learning goal. Implemented by students and monitored by the teacher— students are expected to act on the feedback. This means that they must be provided time and opportunities to respond with teacher support and that teachers need to follow up on the students’ responses.

5. + Assessment For Learning Tools: Used by Students and Teachers Learning Goals (student friendly language) Success Criteria (student friendly language) Rubric (sometimes generated with students) Checklists Exemplar student work samples 3 stars and a wish Exit Ticket

6. + Assessment For Learning Tools: Instruments used to record data Rubric Checklists Observation Sheet Anecdotal recording sheet Conference Recording Sheet Audio recording Photograph Video recording Running Record CASI Recording Sheet Interview Form Developmental Continuum Oral, Reading, Writing Smart Notebook file

7. + Assessment For Learning Strategies: Specific Tasks for Students (not an exhaustive list) Portfolios Journals Learning logs Conferences Brainstorming Mind map RAN chart KWL chart Debate Discussion Turn and Talk Elbow Partners Thumbs-up/Thumbs-down

8. + Assessment As Learning: Metacognition- awareness of one’s own learning Self Assessment & Peer Assessment Watch video – Segment 5: Setting Learning Goals Once students have learned to recognize, describe, and apply success criteria, they can use their peer and self assessment to plan next steps– Segment 5: Setting Learning Goals To make classroom assessment work, students must know explicitly what they are learning, what it looks like when they have learned, what and how to improve, how to assess their work, and ultimately take specific next steps to improve. Students constantly monitor and self-regulate their learning by: Making adjustments about their knowledge and skills Self-reflecting about what they read, hear, and do Source:http://www.edugains.ca/resourcesAER/VideoLibrary/SelfAssessment/AssociatedFiles/SelfAssessment _VideoSeries_Transcript.pdfhttp://www.edugains.ca/resourcesAER/VideoLibrary/SelfAssessment/AssociatedFiles/SelfAssessment _VideoSeries_Transcript.pdf

9. + Assessment As Learning: The Self Assessment Process The self-assessment process requires students to: Identify what they must learn (Learning Goals & Success Criteria) Know what success looks like (e.g., Review anchor charts, exemplars) Learn how to apply the criteria Give and receive feedback on their self-assessments – I statements Use self-assessments to plan next steps Use self-assessments to set their own learning goals Source:http://www.edugains.ca/resourcesAER/VideoLibrary/SelfAssessment/AssociatedFiles/SelfAssessment_Vid eoSeries_Transcript.pdfhttp://www.edugains.ca/resourcesAER/VideoLibrary/SelfAssessment/AssociatedFiles/SelfAssessment_Vid eoSeries_Transcript.pdf

10. + Assessment As Learning: Four Stage Model for Student to Self-Assess Defining Success Criteria Applying success criteria to monitor their own work Give and receive feedback Set learning goals and plan next steps Source:http://www.edugains.ca/resourcesAER/VideoLibrary/SelfAssessment/AssociatedFiles/SelfAssess ment_VideoSeries_Transcript.pdfhttp://www.edugains.ca/resourcesAER/VideoLibrary/SelfAssessment/AssociatedFiles/SelfAssess ment_VideoSeries_Transcript.pdf View- Self Assessment: http://www.edugains.ca/newsite/aer2/aervideo/videoclips.htmlhttp://www.edugains.ca/newsite/aer2/aervideo/videoclips.html

11. + Assessment As Learning: Self-Assessment - Tools Learning Goals & Success Criteria Anchor Charts Thumbs up, Thumbs down Exemplars Journal entry 3 stars and a wish Exit ticket Checklist Rubrics Peer Assessment

12. + Assessment of Learning: Evaluation / Summative Assessment Designed to provide information to parents, schools, board level administrators, as well as students Presented in a periodic report Summarizes information with levels, grades, or numbers Compares student achievement with established standards Source: Cooper (2006)

13. + Assessment of Learning Evaluation / Summative Assessment – Tools used to record data Anecdotal Record Mark sheet Rubric Checklist Report Card grade/mark

14. + References Differentiated Instruction Facilitator's Guide. (2009). Toronto: Ontario Ministry of Education. Goode, K., Kingston, T., Grant, J. N., & Munson, L. (2010, March). Assessment for learning. The Voice, 12, insert. Growing success: assessment, evaluation and reporting in Ontario's schools : covering grades 1 to 12. (pp. 28-36). (2010). Assessment for learning and as learning. Toronto: Ontario Ministry of Education.