Assessment Assessment &&

Evaluation Evaluation““Classroom teachers have the primary responsibility for Classroom teachers have the primary responsibility for

assessing and evaluating student achievement with the assessing and evaluating student achievement with the intent of supporting student learning.”intent of supporting student learning.”

(Canadian Teachers’ Federation, 1999)(Canadian Teachers’ Federation, 1999)

When you When you think of think of

Assessment, Assessment, what is the what is the first tool first tool that comes that comes to mind?to mind?

A & E DisclaimerA & E Disclaimer

We know some of this information We know some of this information might be a repeat ,might be a repeat ,

but it's really important but it's really important so we hope the refresher helps.so we hope the refresher helps.

A & E AgendaA & E Agenda1.1. What is A & EWhat is A & E

2.2. Myth Busters & Late policy suggestionsMyth Busters & Late policy suggestions

3.3. Blooms TaxonomyBlooms Taxonomy

4.4. The EvaluatorThe Evaluator

5.5. Authentic AssessmentAuthentic Assessment

6.6. Design DownDesign Down

7.7. Tools & Strategies Tools & Strategies

8.8. Hang Your ThoughtsHang Your Thoughts

Assessment & EvaluationAssessment & Evaluation

AssessmentAssessment is the gathering of reliable information pertaining to is the gathering of reliable information pertaining to

students’ knowledge and understanding of critical students’ knowledge and understanding of critical concepts, or achievement in relation to the grade concepts, or achievement in relation to the grade specific curriculum expectationsspecific curriculum expectations

EvaluationEvaluation is the process of making judgements, based on is the process of making judgements, based on

assessment data from a variety of sources in order to assessment data from a variety of sources in order to quantify achievement or progressquantify achievement or progress

A vs. EA vs. E

AssessmentAssessment enables teachers to better enables teachers to better understand how schooling is being experienced understand how schooling is being experienced from the students’ point of view. It is primarily from the students’ point of view. It is primarily for teachersfor teachers..

EvaluationEvaluation helps students better understand helps students better understand standards and quality in terms of their standards and quality in terms of their production. It is primarily production. It is primarily for studentsfor students..

A & EA & E

Explain itExplain itUse itUse itCompare/Contrast Compare/Contrast itit

Relate itRelate itTransfer itTransfer itDiscover itDiscover it

Combine itCombine itCreate it Create it differentlydifferently

Question itQuestion itGeneralize itGeneralize itAssess itAssess itTeach itTeach it

A Student Who Understands Can…A Student Who Understands Can…

MythMyth1. There are no 1. There are no consequences consequences for students for students not completing not completing work and not work and not meeting meeting deadlines.deadlines.

RealityReality1. To earn a credit 1. To earn a credit students have the students have the responsibility to responsibility to provide teachers with provide teachers with a body of evidence a body of evidence and to meet and to meet established established deadlines. Failure to deadlines. Failure to provide a complete provide a complete body of evidence will body of evidence will negatively impact negatively impact student achievement.student achievement.

MythMyth2. Teachers 2. Teachers must accept must accept student work student work whenever they whenever they complete it complete it and decide to and decide to submit their submit their work. work.

RealityReality2. Students must be 2. Students must be given feedback and given feedback and the opportunity to the opportunity to improve their work, improve their work, but ultimately are but ultimately are responsible for responsible for meeting clearly meeting clearly established established deadlines.deadlines.

MythMyth3. Process 3. Process work is not work is not to be to be marked.marked.

RealityReality3. Although preparing 3. Although preparing and revising drafts and revising drafts of work should not of work should not be marked, process be marked, process such as research, such as research, preparing a thesis preparing a thesis and outline etc. are and outline etc. are linked to linked to expectations and expectations and should be marked. should be marked.

How to Handle Late PolicyHow to Handle Late Policy

• Provide mini due dates to Provide mini due dates to help keep students on trackhelp keep students on track

• Create a 'culture of Create a 'culture of responsibility' in the responsibility' in the classroomclassroom

• Work together with student Work together with student to set goalsto set goals

• Promptly notify parentsPromptly notify parents

• Institute an 'alternate Institute an 'alternate assignment' policyassignment' policy

Critical ThinkingCritical Thinking

• A complex activity, not a set of generic A complex activity, not a set of generic skillsskills

• Concerned with judging or assessing what is Concerned with judging or assessing what is reasonable or sensible in a situationreasonable or sensible in a situation

• Focuses on quality of reasoningFocuses on quality of reasoning

• Can be done in endless contextsCan be done in endless contexts

• A person is thinking critically only if A person is thinking critically only if he/she is attempting to assess or judge the he/she is attempting to assess or judge the merits of possible options in light of merits of possible options in light of relevant factors or criteriarelevant factors or criteria

The EvaluatorThe Evaluator

Traditional vs. Traditional vs. Authentic AssessmentAuthentic Assessment

Traditional Assessment: Traditional Assessment: • Traditional assessment has placed an Traditional assessment has placed an emphasis on efficient tasks and tests emphasis on efficient tasks and tests that are perceived as demonstrating the that are perceived as demonstrating the student's educational abilitiesstudent's educational abilities

Examples of Traditional Assessment:Examples of Traditional Assessment:• quiz, multiple choice test, spelling quiz, multiple choice test, spelling testtest

Traditional vs. Traditional vs. Authentic AssessmentAuthentic Assessment

Authentic Assessment:Authentic Assessment:• Authentic assessment aims to Authentic assessment aims to evaluate students' abilities in evaluate students' abilities in 'real-world' contexts'real-world' contexts

Examples of Authentic Examples of Authentic Assessment:Assessment:

– science experiment, science experiment, solving math problems solving math problems that have real-world that have real-world applications, writing a applications, writing a business letter, business letter, changing the oil on a changing the oil on a carcar

Traditional vs. Traditional vs. Authentic AssessmentAuthentic Assessment

In Context:In Context: If you were asking a student to If you were asking a student to demonstrate that they are capable of demonstrate that they are capable of writing a letter, a writing a letter, a traditional traditional assessmentassessment might be a spelling quiz and might be a spelling quiz and then a multiple choice test the student's then a multiple choice test the student's understanding of what is involved in understanding of what is involved in writing a letter. An writing a letter. An authentic assessmentauthentic assessment would be asking the student to actually would be asking the student to actually write a letter and then grading it based write a letter and then grading it based on a series of criteria provided in a on a series of criteria provided in a rubric.rubric.

Design DownDesign Down

Involves addressing 3 basic steps:Involves addressing 3 basic steps:

1. Identify desired results1. Identify desired results

2. Determine acceptable evidence2. Determine acceptable evidence

3. Plan learning experiences and 3. Plan learning experiences and instructioninstruction

Tools & StrategiesTools & Strategies

* Assessment* Assessment BinderBinder

* Discussions* Discussions– Allows for oral Allows for oral

explanation of explanation of knowledge.knowledge.

Tools & StrategiesTools & Strategies* Summative Assessment – Ideas:* Summative Assessment – Ideas:

– Drama PresentationDrama Presentation– ConferenceConference– Create a gameCreate a game– Create own testCreate own test

* Mind Maps* Mind Maps

* Student Journals* Student Journals

Tools & StrategiesTools & Strategies

Some Things to Remember:Some Things to Remember:

• Diversity of LearnersDiversity of Learners• Use different modes of Use different modes of

assessment/evaluationassessment/evaluation• Long range planningLong range planning• Backward/ design down planningBackward/ design down planning• Assessment is not a secretAssessment is not a secret• Share your rubrics with studentsShare your rubrics with students• Use a team approachUse a team approach• Keep parents informedKeep parents informed

Hang Your ThoughtsHang Your Thoughts

SourcesSourcesAitken, Nola, Lydia Pungur. Alberta Education. Authentic Assessment.

Retrieved 4 February 2009, from: http://education.alberta.ca/apps/aisi/literature/pdfs/Authentic_Assessment_UofAb_UofL.PDF

Gini-Newman, Garfield (2009) How Authentic Assessments can Motivate and Inspire Students [PowerPoint slides and PDF Document] Retrieved from OISEnet.

Province of British Columbia Ministry of Education. (1999). Physical Education Appendix D: Assessment and Evaluation – Generic Tools. Retrieved 3 February 2009, from: http://www.bced.gov.bc.ca/irp/pe810/apdgt.htm

Strachan, Jim. (2006). Supporting Beginning Teachers: Assessment and Evaluation Tips from 2nd Year Teachers & Mentors. Retrieved 3 February 2009, from: http://schools.tdsb.on.ca/asit/standards/btstart/AssessK8.pdf

Teacher Vision. Authentic Assessment Overview, Retrieved 4 February 2009, from: http://www.teachervision.fen.com/teaching-methods-and-management/educational-testing/4911.html

Witte, Jane. (2009) Assessment and Evaluation in the Family Studies Classroom [PowerPoint slides]. Retrieved from Blackboard.