1. Session 1 Introduction: Assessment & Evaluation Assessment & Evaluation

2. Good assessment is parallel to good instruction.

3. Respond to the following statements: 1. “ I understand the difference between assessment and evaluation. ” 2. “ The classroom teacher is the most reliable assessor of student achievement. ” 3. “ If the student has not learned the teacher has not taught. ” 4. “ Provincial testing is a necessary measure of student achievement. ”

4. “ I understand the difference between assessment and evaluation. ” Strongly Agree Agree Strongly Disagree Disagree

5. Assessment Assessment is the gathering of reliable information pertaining to students’ knowledge and understanding of critical concepts, or achievement in relation to the grade specific curriculum expectations. The process of assessing is …

6. Evaluation Evaluation is the process of making judgments, based on assessment data from a variety of sources in order to quantify achievement or progress. The process of evaluating is …

7. Assessment vs. Evaluation Assessment enables teachers to better understand how schooling is being experienced from the students’ point of view. It is for teachers. Evaluation helps students better understand standards and quality in terms of their production. It is for students.

8. “ The classroom teacher is the most reliable assessor of student achievement. ” Strongly Agree Agree Strongly Disagree Disagree

9. Phases of Assessment What? What? Diagnostic/Formative/SummativeWhen?Why?Who?How?

10. “ If the student has not learned the teacher has not taught. ” Strongly Agree Agree Strongly Disagree Disagree

11. Canadian Teachers Federation “Classroom teachers have the primary responsibility for assessing and evaluating student achievement with the intent of supporting student learning.” ( Canadian Teachers’ Federation, 1999)

12. Teaching vs. Learning Consider what you are tracking, is it “teaching” or is it “learning?”

13. Backward Design Approach Backward design involves addressing three basic questions: 1. What do I want the students to know and do? 2. What is acceptable evidence to show that they have achieved this? 3. What educational experiences will enable the students to demonstrate the achievement of the know and do?

14. Class Activity: 1. Select key curriculum expectations for a lesson or unit topic. 2. Decide on assessment tasks that will measure how well the students have mastered each expectation. 3. Deploy assessment methods to measure and track students’ progress. 4. Then systematically link learning expectations, content, assessment and instruction.

15. Points to Ponder …  Assessment should reflect the content of what you have been teaching (content validity)  Assessment should be a reasonable sample of what actually went on in the classroom (instructional validity)  Learning is enhanced by covering less content but in greater depth and with frequent review, assessment and feedback.

16. Cumulative Assessment Measures in which students need to apply previously learned information to solve new problems are effective in promoting learning. What are some plausible limitations with cumulative assessment?

17. Fair Assessment When all students have an equal opportunity to learn and demonstrate their knowledge and skill. Pluralistic assessment includes being responsive to cultural diversity.

18. “ Provincial testing is a necessary measure student achievement. ” Strongly Agree Agree Strongly Disagree Disagree

19. Assessment/Evaluation Pyramid Summative Evaluation Formative Evaluation Formative Assessment Diagnostic Assessment