The 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. Evaluation Evaluation 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; and to 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, 2006 Key Points Assessment is to improve student learning, but informing ongoing adjustments to instruction Evaluation is a judgment about the learning that has occurred. It includes conversations, observations and products

Assessment for Learning – Rick Stiggins Using the IPODs, listen to Rick Stiggins explain the difference between Assessment of Learning and Assessment for Learning Using the RAN organizer, please make notes as you listen to this video.

Things to Consider Where 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

ASSESSMENT FOR LEARNING RICK STIGGINS 7 ASSESSMENT FOR LEARNING Where Am I Going? Where Am I Now? How Can I Close The Gap? Curriculum Expectations (based on student data) Deconstructed Curriculum Expectations Students are given learning targets in student-friendly language Students are shown samples and models of strong and weak work Students are involved in setting and using criteria Offer descriptive feedback in relation to the target Teach students to self assess and set goals Design lessons to focus on one aspect of quality at a time (based on assessment data) Teach students focused revision Engage students in Self-reflection, and let them keep track of their learning Summary of Stiggins 7 to post while they are talking in their teams.

Stages of Design Down Planning Identify Big Ideas, cluster expectations, Create Essential questions Create Assessments for Gathering Data from a range of sources Conversations Observations Products Overview 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 Ideas Based on the work of Wiggins & McTighe, 2005

Big Ideas Big 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.

What evidence will be produced? Planning with the End in Mind What do I want them to learn? Evaluation How will students demonstrate their knowledge and skills when they have finished learning? What evidence will be produced? Products Observations Conversations How 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

Assessment 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

Assessment Instruction Desired knowledge and skills Learning goal Scaffolding Assessment Learning goal Learning goal Instruction How 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 goal Current knowledge and skills

This 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.

Who is my contact consultant? Colin Harris Bogart Public School Silver Stream Public School Parkland Public School Susan Dickson Kettleby Public School Park Avenue Public School Morning Glory Public School Barbara Klerer-Goldenberg German Mills Public School Joseph A. Gibson Public School Aurora Senior Public School Kevin Merkley Bakersfield Public School Donald Cousens Public School Summitview Public School

Ticket out the door Question I still have… Something that was pointed out to me… Additional supports to help further refine my understanding of DI…