Exploring manageable changes in assessment & evaluation that have a benefit for students' learner. Provides a framework for teachers to have a professional conversations with each other about practice. Outside voices (brought in via quotes & articles) fuel and inform the local contextualized conversation.

1. Jacob
Martens
SD39
(Vancouver)
@renomyclass
renomyclass.com

2. Ideas
for
Assessment
Evolution
Inspired
by
the
work
of
David
Thompson
staff

3. I
came
expecting…
steenjones.blogspot.ca
(
2012/09)

4. Give
&
Go
On
your
card
complete
the
following
stem:
Assessment
is…
Find
a
someone
at
a
different
table
than
you.
Read
your
cards
to
each
other.
Swap
cards.
Find
someone
new
and
read
your
“new”
cards
to
each
other.
Swap
cards
again

5. Hopes
&
Fears
Hopes
Ê Our
conversations
today
lead
to
changes
for
students
Ê We
leave
with
one
idea
for
a
manageable
change
Fears
Ê Our
time
and
effort
today
does
not
impact
students’
learning
Ê Inadequate
time
&
structure
is
provided
for
our
conversations

6. Learning
Goals
That
when
you
leave
today
you
can
better:
Ê Distinguish
between
assessment
&
evaluation
Ê Define
“formative
assessment”
Ê Describe
one
change
in
practice
that
has
a
significant
impact
on
student
learning

7. Change

8. What
Did
You
Do
In
School
Today
(2009)

9. When
Considering
Change
Questions
Challenges
Benefits

10. Managing
Change
“If
you
are
going
to
start
doing
something
new,
you
need
to
stop
doing
something
old.”
(Faye
Brownlie)
“Change
should
be
good
for
students,
and
manageable
for
teachers.”
(Damien
Cooper)

11. Assessment
vs.
Evaluation
Ê Assessment
is
Formative
“using
evidence
to
make
informed
decisions”
Ê Evaluation
is
Summative
“judging
students’
achievement
in
relation
to
provincial
standards
at
the
end
of
the
year
or
at
key
stages”

12. Formative
Assessment
from
Embedded
Formative
Assessment
(2011)
using
“evidence”
to
make
informed
“decisions”

13. using
“evidence”
to
make
informed
“decisions”

14. using
“evidence”
to
make
informed
“decisions”

15. using
“evidence”
to
make
informed
“decisions”

16. using
“evidence”
to
make
informed
“decisions”

17. using
“evidence”
to
make
informed
“decisions”
©
repairtrust.com

18. Formative
Assessment
using
“evidence”
to
make
informed
“decisions”
“An
assessment
functions
formatively
to
the
extent
that
evidence
about
student
achievement
is
elicited,
interpreted,
and
used
by
teachers,
learners,
or
their
peers
to
make
decisions
about
the
next
steps
in
instruction
that
are
likely
to
be
better,
or
better
founded,
than
the
decisions
they
would
have
made
in
the
absence
of
that
evidence.”
Wiliam
(2011)

19. Formative
Assessment
Defined
by
Function
not
Form

20. Guiding
Questions
For
Learner
Engagement
&
Connection
Ê Who
are
two
adults
in
this
school
who
believe
you
will
be
a
success
in
life?
Ê Where
are
you
going
with
your
learning?
Ê How
is
it
(your
learning)
going?
Ê Where
to
next?

21. For
the
benefit
of
Share
point
viewers:

22. Six
Big
Ideas
for
Assessment
Evolution
Ê Students
need
the
opportunity
to
rehearse
before
they
are
expected
to
perform.
Ê What
do
we
do
when
we
have
no
evidence
of
what
a
student
knows?
Ê Students
must
know
what
they
need
to
know
for
each
lesson.
Ê Students
must
know
what
quality
work
looks
like.
Ê Lesson
by
lesson,
how
do
we
know
what
students
have
learned?
Ê If
we
can
pardon
prisoners,
why
can’t
we
erase
students’
pass
“mistakes”?

23. For
the
benefit
of
Share
point
viewers:

24. Reading
Time
At
your
group’s
table
Ê Find
a
partner
Ê Read
the
excerpt
silently
Ê Share
one
thing
that
resonated
with
you
&
why.

25. For
the
benefit
of
slide
share
viewers:
Readings
to
choose
from:
• P.L.
Scriffiny:
Seven
Reasons
for
Standards
Based
Grading,
Educational
Leadership
Oct
08
• E.
Bondy
&
D.D.
Ross:
The
Teacher
as
Warm
Demander,
Educational
Leadership,
Sept08
• C.A.
Moss:
Knowing
Your
Learning
Target,
Educational
Leadership,
Mar’11
• J.
Martens:
Why
Share
Learning
Intentions,
http://renomyclass.com,
Mar’13
• J.
Martens:
Learning
Contexts
vs.
Learning
Intentions,
http://renomyclass.com,
Apr’13
• H.
Andrade:
Self
Assessment
through
Rubrics,
Educational
Leadership
Dec07-­‐
Jan08
• B.
Moore:
Mastering
Marking
Madness,
Education
Canada,
p.24-­‐25
• D.
Wiliam:
“Assessment:
The
Bridge
Between
Teaching
and
Learning”
from
Embedded
Formative
Assessment
(2011),
p.46-­‐50
• J.
McTighe
&
K.
O’Connor:
Seven
Practices
for
Effective
Learning,
Educational
Leadership
Nov
05

26. Reminder
About
Change
Questions
Challenges
Benefits