1. Our Assessment Journey
Literacy Coach: Andrea Hnatiuk
Math Coach: Cindy Smith

3. We start and end on time
We 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 view
We use technology appropriately in the spirit
of professional learning
Our Professional
Growth Commitment

4. 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

5. How well do I understand
assessment?

6. Assessment and Evaluation
•What distinctions do you
make between assessment
and evaluation?

7. 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….

8. How does your past experience as
a recipient of evaluation colour
your present practice as an
evaluator?

9. How have your assessment and
evaluation practices evolved
through your career?

10. Why Do We Assess?

11. What is Assessment?
• Systematically conducted
• Contributes to an overall picture of each
student’s achievement

12. How Do We Assess?
• Assessment For Learning
• Assessment As Learning
• Assessment Of Learning

13. 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.

14. 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.

15. Some Formative Assessment
Activities
• Give One Get One

16. …and what do I do with the data?

17. Value
• Ian Krips (SPDU): Even if you’re doing a bad
job of formative assessment, is still doing your
students a world of good.

18. 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

19. Assessment Evidence
Observations
Conversations
Products

20. 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

21. Shifting the Balance
Western and Northern Canadian Protocol for Collaboration in Education. (2006).
Where we were, where we’re going

22. 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

23. 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.