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Our Assessment Journey
Literacy Coach: Andrea HnatiukMath Coach: Cindy Smith
We start and end on timeWe are a community of professionals, we
participate fully, encourage participation from others, and allow ourselves to be learners
We create a safe place to be heard, we can take risks
We respect everyone’s point of viewWe use technology appropriately in the spirit
of professional learning
Our Professional Growth Commitment
What will I be able to do when I am done here today?
I can identify assessment practices that are for, as, and of learning.
What is important for me to learn and understand so that I can hit the target?
I must learn and understand formative and summative assessment strategies.
What will I do to show that I understand?
I can create a professional goal to begin implementing effective assessment strategies that improve student learning outcomes.
Moss, C., & Brookhart, M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria: ASCD.
Learning Targets
How well do I understand assessment?
Assessment and Evaluation
•What distinctions do you make between assessment and evaluation?
Your Assessment Experience (as a student)
• I remember one time when….• A really positive experience for me was
when….• One thing I’ve never forgotten is…..• Some things I remember my teacher(s) doing
are….
How does your past experience as a recipient of evaluation colour your present practice as an evaluator?
How have your assessment and evaluation practices evolved through your career?
Why Do We Assess?
What is Assessment?
• Systematically conducted • Contributes to an overall picture of each
student’s achievement
How Do We Assess?
• Assessment For Learning• Assessment As Learning• Assessment Of Learning
Formative Assessment• Informs our practice• Provides information about what students already
know (preassessment), are learning, and have learned.• What has been learned? What needs to be learned?• Relies on specific, descriptive feedback that relies on
criteria and is focussed on improvement.
Popham (2011) states, “recent reviews of more than 4,000 research investigations show clearly that when the [formative assessment] process is well implemented in the classroom, it can essentially double the speed of student learning … it is clear that the process works, it can produce whopping gains in students’ achievement, and it is sufficiently robust so that different teachers can use it is diverse ways, yet still get great results with their students”.
Source: http://newlearningonline.com/2011/02/23/formative-assessment-best-methods/Popham, J. (2011) Formative assessment- a process not a test. Education Week. Vol 30 (21) pg. 35.
Some Formative Assessment Activities
• Give One Get One
…and what do I do with the data?
Value
• Ian Krips (SPDU): Even if you’re doing a bad job of formative assessment, is still doing your students a world of good.
Summative Assessment• A summary of the level to which students have
reached or mastered outcomes• Evaluation• How students performed in relation to a standard.• Considers evidence and decides whether or not
students have learned what was needed and how well they have learned it.
• Reported using grades, numbers, or checks
Assessment Evidence
Observations
ConversationsProducts
Formative
During Learning
To inform decisions on instruction, and to
help students understand where
they are in their learning
Summative
After Learning
For communication to parents and for placement
Shifting the Balance
Western and Northern Canadian Protocol for Collaboration in Education. (2006).
Where we were, where we’re going
What will I be able to do when I am done here today?
I can identify assessment practices that are for, as, and of learning.
What is important for me to learn and understand so that I can hit the target?
I must learn and understand formative and summative assessment strategies.
What will I do to show that I understand?
I can create a professional goal to begin implementing effective assessment strategies that improve student learning outcomes.
Moss, C., & Brookhart, M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria: ASCD.
Learning Targets
Education is a journey, where teachers and leaders are learners alongside students. Together we need to make learning more meaningful to students. Together we learn to create an education system that addresses 21st century learners, children who will be competent citizens in a technological, collaborative global community.