Key components of Assessment & Evaluation

2. Assessment
FOR
Learning
Assessment Assessment
AS OF
Learning Learning

3. Making
Instructional
Choices
Based on
Students

4. Assessment
FOR
Learning
Assessment Assessment
AS OF
Learning Learning

5. ™ Jesse ™ Julia

6. Assessment Assessment
AS OF
Learning Learning

7. Assessment FOR Learning
Turn and talk.
What do you think Assessment FOR
Learning means?
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8. Assessment FOR Learning
The ongoing process of gathering and
interpreting evidence about student learning for
the purpose of determining where students are
in their learning, where they need to go, and
how best to get there. The information gathered
is used by teachers to provide feedback and
adjust instruction and by students to focus their
learning.
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9. Assessment FOR Learning
Knowing & Engaging
our Learners
WHO?
Instructional
Organizing Content
Approaches
WHAT?
HOW?
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10. What can I do in my classroom to
know and engage my learners?
Knowing & Engaging
our Learners
WHO?
Instructional
Organizing Content
Approaches
WHAT?
HOW?

11. What I What I want What I Tell me what
Know to know learned you know
about
decimals …
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12. Differentiated Instruction
Knowing & Engaging
Making Instructional Choices Based on Students
our Learners
WHO?
Stud
ents Instructional
Approaches
• Diagnostics HOW?
• Learning Styles
Organizing Content
• Prior Knowledge
WHAT?
• Interest
• Gradual Release
• Grouping
• What students are
learning
• Thinking strategies
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13. Assessment
FOR
Learning
Assessment
OF
Learning

14. Assessment AS Learning
The process of developing and supporting student
metacognition. Students are actively engaged in
this assessment process: that is, they monitor their
own learning, use assessment feedback from
teacher, self, and peers to determine next steps;
and set individual learning goals.
What one (1) word would you
choose to represent this definition?
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15. Will students be able to answer the
following questions…
What am I
Overall & Specific
expected to Expectations Learning Goals
learn?
How will I Conversations
demonstrate Observations Success Criteria
my learning? Products
How will I Instructional Descriptive Feedback
improve my & Assessment Peer /Self-Assessment
Strategies Goal Setting
learning?

16. What is the goal?
To improve student learning and
to develop independent learners.
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17. Modelled
Shared
Level
of Tea
cher S Guided
uppor
t
Gradual Release of Responsibility Independent

18. Teacher-Student Relationship … helping students become independent
learners requires a culture in which student and
teacher learn together in a collaborative
relationship … teacher acts as a “lead learner”,
providing support while gradually releasing more
and more responsibility to the student, as the student
develops the knowledge and skills needed to become
an independent learner.
™ How will you support students to
become self-directed assessors of their
own learning?

19. Miss, are you going to mark this?
™ Observations
™ Assessment Tools
™ Anecdotal Comments
™ Descriptive Feedback
™ What they are doing well
™ What needs improvement
™ What specific steps to take to
improve
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20. Assessment
FOR
Learning
Assessment
AS
Learning

21. Assessment OF Learning
How much ‘stuff ’ do you need to make a judgement?
When will you make the judgement?
Why are we making judgements?
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22. Assessment OF Learning
The process of collecting and interpreting evidence for
the purpose of summarizing learning at a given point
in time, to make judgements about the quality of
student learning on the basis of established criteria,
and to assign a value to represent that quality. The
information gathered may be used to communicate the
student’s achievement to parents, other teachers,
students themselves, and others. It occurs at or near
the end of a cycle of learning.
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23. Assessment OF Learning
How much ‘stuff ’ do you need to make a judgement?
When will you make the judgement?
Why are we making judgements?
What will be the currency
of your classroom?
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24. Professional Judgement
™ Is informed by professional
knowledge of…
™ Curriculum
Conversations
™ Context
™ Evidence of student
learning is triangulated
EVIDENCE ™ Methods of assessment
OF and instruction
STUDENT
LEARNING
™ Criteria and standards
that indicate success in
student learning
Observations Products
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25. Conversations
Evaluating Student Work
Observations Products
™ Summarizes what students know and can do with respect
to overall expectations and performance standards in
achievement chart
™ Achievement AND Learning Skills & Work Habits
™ Reflects students’ most consistent achievement
™ Gives special consideration to more recent evidence
™ Involves teachers applying professional judgement to
evidence
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26. Think of each student:
How is he/she doing?
What is your evidence?
Is it quality evidence?

27. ™ Compare & contrast how you were
evaluated as a student and how you would
evaluate now.

28. So what’s my head fake?
And what’s my double head fake?

29. Assessment
FOR
Learning
Assessment Assessment
AS OF
Learning Learning

30. Apply & Extend
™ What assessment tools have you already
observed?
™ Where do they fit in the Assessment
FOR/AS/OF Learning framework?

31. More practical support:
ae.misalondon.ca
™ Learning Skills &
Work Habits
™ Writing Report
Card Comments

32. I didn’t
Personal
know that
Connection
…
A question
A-Ha! I still have
is …
Q&A

33. Kelly-Ann Power Ben Hazzard
• Windsor Essex Catholic DSB • Lambton Kent DSB
• kelly_power@wecdsb.on.ca • hazzarbe@lkdsb.net
• @kellypower • @benhazzard
• kellypower.ca • benhazzard.com