Assessment+for+Learning

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= //Ministryof Education (Assessment for Learning)// = In accordance to the Ministry of Education the following description is given to illustrate what is expected when assessing //for// learning. Guidelines are provided to help //NEW// teachers in administering the right method of assessment to meet the needs of all students. These guidelines promote teachers to focus on high standards of achievement for all students and promote consistency in these practices across Ontario.   The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a course. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In Ontario secondary schools, the value assigned will be in the form of a percentage grade. <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">Assessment and evaluation will be based on the provincial curriculum expectations and the <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">achievement levels outlined in this document and in the curriculum policy document for each <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">discipline. <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">improvement of student learning, teachers must use assessment and evaluation strategies that: <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">– address both what students learn and how well they learn; <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">– are based both on the categories of knowledge and skills and on the achievement level <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">descriptions given in the achievement chart that appears in the curriculum policy document <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">for each discipline; <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">– are varied in nature, administered over a period of time, and designed to provide opportunities <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">for students to demonstrate the full range of their learning; <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">– are appropriate for the learning activities used, the purposes of instruction, and the needs <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">and experiences of the students; <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">– are fair to all students; <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">– accommodate the needs of exceptional students, consistent with the strategies outlined in <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">their Individual Education Plan; <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">– accommodate the needs of students who are learning the language of instruction; <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">– ensure that each student is given clear directions for improvement; <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">– promote students’ ability to assess their own learning and to set specific goals; <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">– include the use of samples of students’ work that provide evidence of their achievement; <span style="font-size: 11.5pt; font-family: 'Times New Roman','serif';">– are communicated clearly to students and parents at the beginning of the course and at <span style="font-size: 11.5pt; line-height: 115%; font-family: 'Times New Roman','serif';">other appropriate points throughout the course. [|**http://www.edu.gov.on.ca/eng/curriculum/secondary/progplan912curr.pdf**]<span style="font-size: 11.5pt; line-height: 115%; font-family: 'Times New Roman','serif';"> =**__ //York Catholic District Policy on Assessment for Learning// __**= <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">Within the York Catholic District Assessment for Learning is formulated through diagnostic and formative assessment. These encourage teachers to use a variety of tasks and tools to gather enough information for the learning of their students. It is through this information that teachers can provide feedback to their students to encourage learning. Also information that is collected can help the new teachers to design lessons with differentiated instructions. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> **__Diagnostic Assessment__** <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> -  <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Determines students’ knowledge and skills, so teachers can design programs and lessons accordingly. Tools that teachers can use; KWL charts (What I know, What I want to know and what I learned), quizzes, classroom discussions, development reading assessments, and CASI (comprehension, attitudes, strategies and interests). Diagnostic assessment provides the teacher knowledge of students’ knowledge and skill level. <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> -  <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Formative assessment is an ongoing assessment //for// learning during any course or unit, which allows teachers to provide formative feedback to students on timely manner. Examples of formative tool are; observations, checklists, anecdotal records, practice tests and conferences. <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> -  <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Self assessments provide students with opportunities to reflect on their learning and develop strategies to successful achieve curriculum expectations. Peers assessment allows to students to support and encourage peers. Through peer feedback students can review areas of weakness and identify areas of strengths. <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">IT IS THE POLICY OF THIS BOARD to assess students using practices that are fair, appropriate and understood by all. Assessments must respect learners as active participants in their own learning. <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';"> 􀂾 <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">to make decisions about individual students; <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';"> 􀂾 <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">to ensure accountability and program improvement. <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';"> 􀂾 <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">Large scale assessment shall be regularly administered in selected grades. <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';"> 􀂾 <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">Assessment instruments shall reflect the Ontario Curriculum to the greatest extent possible. <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';"> 􀂾 <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">Every attempt shall be made to ensure that the assessment instrument is free of bias. <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';"> 􀂾 <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">School principals must share, in an approved profile format, the results of the assessment with their parents/guardians. <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';"> 􀂾 <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">The results of assessment shall be used to modify the curriculum to help meet students needs. <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';"> =__<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';"> // 10 Principles / Guidelines for Effective Assessment for Learning// __= <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned. <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'. <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgments are made about how learning can be improved. These assessment processes are an essential part of everyday classroom practice and involve both teachers and learners in reflection, dialogue and decision making. <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Teachers require the professional knowledge and skills to: plan for assessment; observe learning; analyse and interpret evidence of learning; give feedback to learners and support learners in self-assessment. Teachers should be supported in developing these skills through initial and continuing professional development. <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Teachers should be aware of the impact that comments, marks and grades can have on learners' confidence and enthusiasm and should be as constructive as possible in the feedback that they give. Comments that focus on the work rather than the person are more constructive for both learning and motivation. <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Assessment that encourages learning fosters motivation by emphasizing progress and achievement rather than failure. Comparison with others who have been more successful is unlikely to motivate learners. It can also lead to their withdrawing from the learning process in areas where they have been made to feel they are 'no good'. Motivation can be preserved and enhanced by assessment methods which protect the learner's autonomy, provide some choice and constructive feedback, and create opportunity for self-direction. <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">For effective learning to take place learners need to understand what it is they are trying to achieve - and want to achieve it. Understanding and commitment follows when learners have some part in deciding goals and identifying criteria for assessing progress. Communicating assessment criteria involves discussing them with learners using terms that they can understand, providing examples of how the criteria can be met in practice and engaging learners in peer and self-assessment. <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Learners need information and guidance in order to plan the next steps in their learning. Teachers should: <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self-assessment. <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Assessment for learning should be used to enhance all learners' opportunities to learn in all areas of educational activity. It should enable all learners to achieve their best and to have their efforts recognized. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">In the York Catholic District School Board Website they have a cartoon which states: <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">**“Assessment is to Coaching (no score, plenty of tips, practice and no risk of failure) as Evaluation is to the Game (now it counts)!”**
 * <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif';">Ministry of Education **
 * __<span style="font-size: 13pt; font-family: 'Times New Roman','serif';">Assessment and Evaluation of Student Achievement __**
 * <span style="font-size: 11.5pt; line-height: 115%; font-family: 'Times New Roman','serif';">More information can be retrieved from **
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Formative Assessment __**
 * __<span style="font-size: 12pt; font-family: 'Times New Roman','serif';">Self and Peer Assessment __**
 * <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">ASSESSMENT AND EVALUATION OF STUDENTS AND PROGRAMS **<span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">Assessment serves two purposes: **<span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">PARAMETERS FOR ASSESSMENT AND EVALUATION **<span style="font-size: 11.5pt; color: black; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;"> 1)  ****<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Assessment for learning should be part of effective planning of teaching and learning **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;"> 2)  ****<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Assessment for learning should focus on how students learn **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;"> 3)  ****<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Assessment for learning should be recognized as central to classroom practice **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;"> 4)  ****<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Assessment for learning should be regarded as a key professional skill for teachers **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;"> 5)  ****<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Assessment for learning should be sensitive and constructive because any assessment has an emotional impact **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;"> 6)  ****<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Assessment for learning should take account of the importance of learner motivation **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;"> 7)  ****<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Assessment for learning should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;"> 8)  ****<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Learners should receive constructive guidance about how to improve **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">pinpoint the learner's strengths and advise on how to develop them
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">be clear and constructive about any weaknesses and how they might be addressed
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">provide opportunities for learners to improve upon their work.
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;"> 9)  ****<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Assessment for learning develops learners' capacity for self-assessment so that they can become reflective and self-managing **
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;"> 10)  ****<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">Assessment for learning should recognize the full range of achievements of all learners **

<span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> =**__<span style="font-size: 12pt; color: #da0707; font-family: 'Times New Roman', Times, serif;">//Tips & “How To”// __**= <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">**Get to know your Students:** <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">**Set Goals with the student** <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Learning goals are brief statements that describe, **for students**, what they should know and be able to do by the end of a period of instruction (e.g. a lesson, a series of lessons, a subtask). They represent a subset or cluster of knowledge and skills that students must master to successfully achieve the overall expectations. Success criteria describe, in specific terms, what successful attainment of the learning goals looks like. <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">**Continuous diagnostic assessment of what they know and they have learned: Questioning** <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Through questioning, teachers gather evidence about their students’ current level of knowledge and skills, as well as their attitudes, interests and learning preferences. Strategically planned questions guide students’ thinking on a topic, and focus their efforts to achieve learning goals. The evidence of learning gathered from questioning can provide teachers with information they need to differentiate instruction. Further, questioning makes students’ thinking visible so teachers can detect confusions and misconceptions. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">**Teachers need to learn to give effective feedback that can improve students’ learning ** <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Feedback describes student performance. Its purpose is to reduce the gap between the student’s current level of understanding and/or performance and a desired goal. Depending on the nature and delivery of the feedback, it can have powerful effects on student engagement and learning. Feedback helps students consolidate new learning by providing information about what is being done well, what needs improvement, and how to take steps toward improvement. Feedback supports differentiated instruction by responding to individual student’s needs identified through assessment. <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-language: EN-CA; mso-no-proof: yes;"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">**__ Reference
 * INTEREST SURVEY** NAME: _
 * **1. What is your favourite activity or subject in school? Why?** ||
 * **2. What is your least favourite activity or subject in school? Why?** ||
 * **3. Rate the following topics according to your interests:**
 * Reading French Geography**
 * Writing Drama History**
 * Math Music Art**
 * Science Physical Education** ||
 * **4. What are your favourite games or sports?** ||
 * **5. What are three things you like to do when you have free time (besides**
 * seeing friends)?** ||
 * **6. What clubs, groups, team, or organizations do you belong to?** ||

__** York Catholic District School Board. Retrieved February 17 2009, from Assessment document Web site: [|http://www.ycdsb.ca] Ontario Ministry of Eduation. Retrieved February 17, 2009, from Curriculum Documents website:http://www.edu.gov.on.ca/eng/teachers/