Implementing Effective Assessment

Adapted from a lecture given by Damian Cooper (in Dufferin-Peel 2011)

Terms you may already be familiar with…

Diagnostic assessment• identifying prior knowledge and skills• (e.g., “the entrance test to cooking school”)

Formative assessment • (feedback along the way) • (e.g, the cook tastes the soup)

Summative assessment (or evaluation)• Judging the quality of the final product • (e.g., the customer tastes the soup)

Preferred Terms

Assessment for Learning (AfL)

Assessment as Learning (AaL)

Assessment of Learning (AoL)

Assessment for Learning

-process of collecting and interpreting evidence of where students are in their learning and where they need to

- used by teachers and students

Assessment as Learning

-students learn to take ownership for improving their own learning (metacognition)

-through monitoring, reflecting upon, and adjusting their own learning, often in response to feedback from the teacher and their peers.”

Assessment of Learning

- Assessments that are evidence of the success of the learning over a significant period of instruction.

-data from such assessments is often used to determine report card grades.

Differing Assessment Purposes

Assessment for and as Learning

TryoutsPractices

Assessment of Learning

GamesPlayoffs

Time to “Practice”

Classifying Assessments activity

What issues and concerns arise?

Assessment and Learning

Learning is not a linear process. Assessment

doesn’t come at the end…Learning intentions

and assessment are connected so closely to

curriculum that it is impossible to plan them in

isolation from one another.

Earl (2003)

Key Questions that guide integrating planning with instruction.

What are students expected to learn ?

  How will students know they have learned ?

  How will we design the instruction?

Assessment of Learning

Organizing Assessment Data:traditional model or K.I.C.A?

Tests Assignments Performance

tasks (presentations,

debates, seminars, etc.)

Examination …

Knowledge & Understanding

Thinking and Investigation

Communication

Application,

TestsAssignmentsPerformance tasks(presentations, debates, seminars, etc.)Examination…

Designing an Evaluation Plan – The “Big Ticket” Items

T O T I Learning T O I O WH/H Skills

WI I W WI _______ _______ _______ _________ ______ ______ _______ _______ _______ _________ ______ TERM ______ _______ _______ _______ _________ ______

More tasks….

_____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ SUMMATIVE _____________ _____________ _____________ _____________

Knowledge/ Understanding

Thinking/ Inquiry

Communication

Application

Summative Performance

Task

Final Examination

Task 1

Task 2

Task 3

Task 4

Task 5

Task 6

Damian Cooper 2002

Ensuring a Balance of “Write”, “Do”, and “Say”

You Need to Ensure a Balance of Assessment Types

Students: write, do or say

Teachers: mark, observe or listen

Authenticity is key –

no collages!

What are the requirements of a “valid sample”?

No diagnostic evidence

Includes a variety of modes to allow for differences in learning style (write, do, say)

Includes multiple (3+)pieces of evidence for each learning cluster

Provides evidence of the essential learning in the subject

Tasks represent polished work:– Not practices or early

tries– Feedback has occurred

previously and been implemented

Reporting Student Achievement

Given that it’s a crude summary of lots of information, what do we want the report card grade to represent?

The recent trend in

a student’s

achievement.