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Board Wide Common Assessment Job-embedded professional learning: moving from designing tasks to looking at student work
NEW System Assessment
• focus on summative performance task
• linked to ‘big ideas’ of subject/course
How will I know my students are learning?
How will I help my students learn? How will I respond if my students are not learning or ‘under’ learning?
What are my students expected to learn?
NEW System Assessment
• formative (AforL) and summative component (AofL)
• teacher moderation (in the form of group grading) after formative task
How will I know my students are learning?
How will I help my students learn? How will I respond if my students are not learning or ‘under’ learning?
What are my students expected to learn?
NEW System Assessment • data collection to measure
effectiveness of chosen instructional strategies intended to improve student results between formative and summative
• research via surveys and focus groups
• 3 yrs: SNC2D, CGC1P, HRT3M
How will I know my students are learning?
How will I help my students learn? How will I respond if my students are not learning or ‘under’ learning?
What are my students expected to learn?
Summative Assessment Ministry: 30% of final
grade is to be composed of exam, performance task, portfolio etc.
Ottawa Catholic SB: set % for rich performance tasks & exam in every course
Courses Performance Task(s)
Final Exam
SNC1L, 2L, 4E SVN 3E
30% none
SNC 1P, 2P SBI 3C, SCH 4C SPH4C
20% 10%
SNC 1D, 2D, SVN3M
10% 20%
SBI/SCH/SPH/SES 3U, 4U
5% 25%
• Work with one or two partners
• How much water will fit on the surface of a penny?
• Try it • What do you
observe? • What are you
wondering about?
Minds On!
mid-semester task
Stages of Investigation Type Open or
Full Inquiry
Coupled Inquiry
Guided Inquiry
Structured or Directed Inquiry
Participant Student Initiated
Teacher Initiated
Teacher Initiated, Students Perform
Teacher Initiated and Performed
When are students ready to conduct open or coupled inquiry? When do they need to be able to do this well?
Broad Areas of Skills
Initiating and
Planning
Performing and
Recording Analysing and
Interpreting
Communicating
Look at pp 20
Scientific Investigation Skills and Career Exploration
Overall Expectations
Organized under subheadings related to the four broad areas of investigation
Look at pp 72
Implementing the Task:
• one page science 2D summary • performance task to focus on thinking
& investigation, communication through a scientific investigational inquiry
Implementing the Task:
• three writers met to create the task and field test it
• sent out for peer review, final version sent out late August to all schools
Implementing the Task:
• orientation to the task meeting held early in semester
• ALL science 2D students complete the mid and final tasks
• ALL science 2D teachers attend collaborative marking sessions
Tasks chosen: • 2009-2010 same task, growing
corn plants for both mid and final
• 2010-2011 mid-semester ‘Penny Drop’ , final task titration
• 2011-2012 choice of tasks for mid and final
• Both mid and final tasks to use smarterscienece framework
Teacher Moderation • Regionally organized for ALL teachers of
designated courses • Pre-select two ‘high’ and two ‘low’ samples,
copies for all
Teacher Moderation • Teachers mark one high & one low at start of
day (baseline data); collaborate to set or calibrate levels for samples
• Discussion of results, why, etc.
Teacher Moderation • How to respond to identified weaknesses • End of day, teachers mark another common high and
low paper • Teachers to report mid-term & final grades
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