1. Implementing Effective Assessment Adapted from a lecture given by Damian Cooper (in Dufferin-Peel 2011)

3. Terms you may already be familiar with… Diagnostic assessment identifying prior knowledge and skills (e.g., “the entrance test to cooking school”) Formative assessment (feedback along the way) (e.g, the cook tastes the soup) Summative assessment (or evaluation) Judging the quality of the final product (e.g., the customer tastes the soup)

4. Preferred Terms Assessment for Learning (AfL) Assessment as Learning (AaL) Assessment of Learning (AoL)

5. Assessment for Learning -process of collecting and interpreting evidence of where students are in their learning and where they need to - used by teachers and students

6. Assessment as Learning -students learn to take ownership for improving their own learning (metacognition) -through monitoring, reflecting upon, and adjusting their own learning, often in response to feedback from the teacher and their peers.”

7. Assessment of Learning - Assessments that are evidence of the success of the learning over a significant period of instruction. -data from such assessments is often used to determine report card grades.

8. Differing Assessment Purposes Assessment for and as Learning Tryouts Practices Assessment of Learning Games Playoffs

10. Time to “Practice” Classifying Assessments activity What issues and concerns arise?

11. Assessment and Learning Learning is not a linear process. Assessment doesn’t come at the end…Learning intentions and assessment are connected so closely to curriculum that it is impossible to plan them in isolation from one another. Earl (2003)

12. Key Questions that guide integrating planning with instruction. What are students expected to learn ? How will students know they have learned ? How will we design the instruction?

13. Assessment of Learning

15. Organizing Assessment Data: traditional model or K.I.C.A? Tests Assignments Performance tasks (presentations, debates, seminars, etc.) Examination … Knowledge & Understanding Thinking and Investigation Communication Application, Tests Assignments Performance tasks (presentations, debates, seminars, etc.) Examination …

20. Ensuring a Balance of “Write”, “Do”, and “Say”

21. You Need to Ensure a Balance of Assessment Types Students: write, do or say Teachers: mark, observe or listen Authenticity is key – no collages!

22. What are the requirements of a “valid sample”? No diagnostic evidence Includes a variety of modes to allow for differences in learning style (write, do, say) Includes multiple (3+)pieces of evidence for each learning cluster Provides evidence of the essential learning in the subject Tasks represent polished work: –Not practices or early tries –Feedback has occurred previously and been implemented

23. Reporting Student Achievement Given that it’s a crude summary of lots of information, what do we want the report card grade to represent? The recent trend in a student’s achievement.