1. Parent Involvement Committee EQAO Presentation
January 15th, 2018
Adrian

2. The primary purpose of assessment and evaluation is to improve student learning.
Kristin
Assessment and evaluation is no longer seen simply as assignments, tests and quizzes used to label students with grades
Large Scale assessment data, like those gathered through EQAO assessment are used for similar purposes.. to understand what student know and can do, adjust instruction, provide supports to teachers and schools and reflect on next steps but at the school and system level
In the classroom, assessment is a process that educators and students engage in collaboratively to understand what student know and can do, adjust instruction, provide feedback and reflect on next steps
Classroom assessment data is used primarily for decision making at school and in the classroom to respond to individual student needs
These two data sets are best used jointly by educators and leaders to make specific and supportive decisions around the strategies that are used in classrooms and the supports that are offered to teachers and student

3. Comparable year-to-year data for accountability and understanding
Reliable, objective, high quality data used for decision-making
Snapshot data
Standardized, curriculum aligned tasks
Kristin
Some accommodations, no differentiation

4. PURPOSE USE OF ASSESSMENT EQAO Classroom Assessment
Assessment as Learning
Setting Personal Goals After Peer and Self Assessment
Reflecting on Own Learning
EQAO
Classroom Assessment
Assessment for Learning
Feedback for Students
Adjusting Instruction
Differentiate and Personalize Learning
Assessment of Learning
Summarizing Learning
Communicate Achievement
Mark to Assign Value to Quality of Demonstrated Learning
Kristin
Use of the data:
Assessment as learning:
is used by students to provide feedback to other students (peer assessment), monitor their own progress towards achieving their learning goals (self-assessment), make adjustments in their learning approaches, reflect on their learning, and set individual goals for learning.
Assessment for learning:
is used by teachers and students to determine what students already know and can do with respect to the knowledge and skills identified in the overall and specific expectations, so teachers can plan instruction and assessment that are differentiated and personalized and work with students to set appropriate learning goals.
is used by teachers to monitor students’ progress towards achieving the overall and specific expectations, so that teachers can provide timely and specific descriptive feedback to students, scaffold next steps, and differentiate instruction and assessment in response to student needs.
Assessment of learning:
is used by the teacher to summarize learning at a given point in time. This summary is used to make judgements about the quality of student learning on the basis of established criteria, to assign a value to represent that quality, and to support the communication of information about achievement to students themselves, parents, teachers, and others.
Teachers use a variety of tools and modalities to collect this evidence using authentic and student centred strategies that are focused on personalizing learning
These might be student-teacher conversations, observations of labs, performances, debates, written work, media projects, digital evidence, all aligned to learning goals and criteria.

5. The Primary and Junior Division Assesses...
Reading
Understanding explicitly (directly) stated information and ideas
Understanding implicitly (indirectly) stated information and ideas
Responding to reading by making connections, interpreting information and evaluating texts
Writing
Developing a main idea with sufficient supporting details
Organizing information and ideas in a coherent manner
Using language conventions (grammar, vocabulary, spelling, punctuation)
Mathematics
Key aspects of:
Number sense and Numeration
Measurement
Geometry and Spatial Sense
Patterning and Algebra
Data Management and Probability
Mary/MariaLuisa
Mathematics:
Mathematics is the basis for thinking, communicating, and learning
Achievement in mathematics goes beyond knowing mathematical facts and procedures; it also means being able to reason mathematically and to have the ability to interpret and solve mathematical problems
The focus is on identifying and understanding the role that mathematics plays in the world to make informed decisions
In Ontario, mathematics spans several content strands
The mathematical process expectations are integrated into all the strands (problem solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing, communicating)
Focus of the slide: What is assessed?
The purpose of the Assessment of Reading, Writing and Mathematics, Primary Division (Grades 1–3) is to assess the level at which students are meeting curriculum expectations in reading, writing and mathematics at the end of the primary division (up to the end of Grade 3).

6. Planning for Meaningful Learning
Reading
Explicit
Understanding directly stated information and ideas (RIGHT THERE)
Implicit
Understanding indirectly stated information and ideas
(THINK and SEARCH)
Using evidence (clues) from the text and background knowledge/ personal experience to support thinking
Making Connections
Extending understanding by making connections between information and ideas in a reading selection and personal knowledge/experience
Responding to and evaluating texts by drawing conclusions and/or making judgments (ON MY OWN)
Writing
Topic Development
Generating ideas about a potential topic and identifying the ideas that are most appropriate for the purpose and audience
Identifying, sorting, and ordering main ideas and supporting details, using several different strategies and organizational patterns
suited to the content and purpose for writing
Conventions
Building vocabulary by confirming word meaning(s) and reviewing word choice
Using knowledge of spelling rules and patterns
Using punctuation and grammar correctly to communicate their intended meaning
Mary/MariaLuisa Key Focus of the Slide: Various Components

7. The Primary and Junior Division Assessment
Reading
Grade 3
Grade 6
Explicit
4 questions
6 questions
Implicit
16 questions
18 questions
Making Connections
12 questions
Writing
Grade 3
Grade 6
Topic
Development
7 questions
9 questions
Conventions
5 questions
Mary/MariaLuisa
Key Focus of the Slide: Various Components
-when will take the data to from these questions to

8. Planning for Meaningful Learning
Mathematics
Knowledge and Understanding
Students demonstrate:
specific subject knowledge (knowledge of concepts and skills within each strand)
the comprehension of its meaning and significance (understanding)
Application
Students use their knowledge and skills to make connections within and between various contexts
Thinking
Students:
Demonstrate a critical thinking process
Select a variety of tools and strategies to solve a problem
Mary
The EQAO Assessment allows students to demonstrate that they can:
Understand concepts, apply procedures, apply strategies and tools to solve problems, use thinking tools to represent their mathematical thinking, analyze the mathematical thinking of others, connect mathematical ideas
Attributes of Mathematical Thinking:
Looking for patterns and making generalizations; making connections (past and previous learning) and recognize relationships between various representations; identify and incorporate appropriate mathematical knowledge and skills needed to solve a problem; see mathematics as a connected ‘whole’; make sense of the mathematics (conceptual understanding); reason with evidence (i.e. Justify); explain, interpret, and draw conclusions; reflect

9. The Primary and Junior Division Assessment
Mathematics
Grade 3
Grade 6
Knowledge and Understanding
12 questions
8 questions
Application
16 questions
Thinking
Mary
Key Focus of the Slide: Various Components

10. Assessment Data is Gathered
From the assessments, grounded in curriculum
Data is Analysed
What is important?
What gaps are shown?
Who are we targeting?
Data is used to
Informs board improvement plan
Informs school goals and theories of action
Provision of supports and professional learning
Teacher practice
Example
Primary Assessment
Implicit reading skills
Students choose appropriate evidence from text to supporting thinking
We noticed that the majority of students are not achieving level three in this specific skill.
Plan for Student Success: includes a literacy goal focus implicit reading skills
School: Theory action focused on Implicit reading skills
Educators invest in PL to increase their capacity around teaching implicit reading,
Teacher uses strategies like coding the text.
Kristen

11. The Grade 9 Assessment of Mathematics
9 Applied
Key aspects of:
Number Sense and Algebra
Linear Relations
Measurement and Geometry
9 Academic
Key aspects of:
Number Sense and Algebra
Linear Relations
Analytic Geometry
Measurement and Geometry
Mary
Focus of the slide: What is assessed?
The purpose of the Assessment of Reading, Writing and Mathematics, Primary Division (Grades 1–3) is to assess the level at which students are meeting curriculum expectations in reading, writing and mathematics at the end of the primary division (up to the end of Grade 3).

12. Grade 9 Assessment of Mathematics
9 Applied
10 Applied
Knowledge and Understanding
8 questions
Application
13 questions
Thinking
10 questions
Mary
Key Focus of the Slide: Various Components

13. Ontario Secondary School Literacy Test
Eligible students working towards their graduation diploma are required to write the OSSLT at least once
If the test is not successfully completed, students may either opt to write the test a second time or enroll in the Ontario Secondary School Literacy Course (OSSLC)
MariaLuisa
Focus of the slide: What is assessed?
The purpose of the Assessment of Reading, Writing and Mathematics, Primary Division (Grades 1–3) is to assess the level at which students are meeting curriculum expectations in reading, writing and mathematics at the end of the primary division (up to the end of Grade 3).

14. Ontario Secondary School Literacy Test
Reading
Grade 10
Explicit
7 questions
Implicit
20 questions
Making Connections
8 questions
Writing
Grade 10
Topic
Development
8 questions
Conventions
MariaLuisa
Key Focus of the Slide: Various Components

15. The use of data
EQAO and classroom assessment data are used collaboratively to understand our students and make thoughtful, purposeful decisions at the system and school level to continue supporting student learning and wellbeing.
EQAO and classroom assessment data are used collaboratively to plan, offer and reflect on to professional learning that is provided to Peel educators.
Kristin