ASSESSMENT and EVALUATION FOR IMPROVED STUDENT LEARNING:

1. ASSESSMENT and EVALUATION FOR IMPROVED STUDENT LEARNING: Integrating Assessment and Instruction Gr. 9 - 12 Arts, Fall 2009

2. Assessment For Learning Key Question What does good assessment and evaluation “look like”?

3. Core Practices Assessment For Learning • We are learning to: • Plan assessment that is clearly linked with instruction; • Identify and explain the four core practices of assessment for learning; • Incorporate the practices in lesson and unit planning • Write learning goals and identify success criteria

4. Activity Assessment For Learning SIMULATION Assessment and Evaluation

5. Dr. Lorna Earl Webcast: Rethinking Classroom Assessment with Purpose in Mind

6. …Every time you do assessment, it is not a decision point – it can be a learning point…

7. What does the research say?

8. Assessment OF Learning Assessment FOR Learning Assessment AS Learning

9. Quartile 4 3 2 1 School Ranking by Quartile

10. “Effectively implemented, formative assessment can do as much or more to improve student achievement than any of the most powerful instructional interventions, intensive reading instruction, one on one tutoring, and the like.” Research

11. Assessment

12. Assessment Continuum Assessment For Learning Learning Goals Success Criteria Descriptive Feedback Peer/Self assessment Individual Goal setting Eliciting Evidence of Understanding

13. Scaffolding Assessment For Learning • I do, you watch • I do, you help • You do, I help • You do, I watch

14. Planning for Learning Assessment For Learning How can we plan assessment,evaluation, and instruction to improve student learning?

15. Current knowledge and skills Diagnostic assessment to determine current knowledge/skills Share learning goals Develop success criteria with students and post for ongoing reference & revision Feedback (from teacher, peers, self) What am I supposed to learn? What does successful learning look like? How am I doing? Desired knowledge and skills

16. Planning for Learning Assessment For Learning To maximize learning, assessment AND instruction must be purposefully planned to support students to attain a clearly defined learning goal.

17. What do I want them to learn? How will I know they have learned it? How will I design the learning so that all will learn? Planning with the End in Mind Where in the unit do you see evidence that this question has been addressed?

18. What do I want them to learn? Planning with the End in Mind • Enduring Understandings • Overall Expectations • Key Questions • Learning Goals

19. How will I know they have learned it? Products Observations Conversations Planning with the End in Mind Assessment of Learning (Evaluation) How will students demonstrate their knowledge and skills when they have finished learning? What evidence will be produced?

20. How will I know they are learning it? Planning with the End in Mind Assessment for Learning How will students demonstrate their knowledge and skills while they are learning? How will we monitor their progress? Exit cards, journal entries, observation, conversations, …

21. How will I design the learning so that all will learn? Planning with the End in Mind • Ongoing monitoring of learning • Strategies and tools to elicit evidence of learning • Teacher feedback • Peer Assessment • Self Assessment • Learning “how to learn” Assessment Instruction

22. What we think we are teaching SUCCESS! What they think they are learning How can we ensure that students know and understand what we expect them to learn?

23. Learning Goals Assessment For Learning Learning is easier when learners understand what goal they are trying to achieve, the purpose of achieving the goal, and the specific attributes of success. Chappuis, S. Educational Leadership, September 2002 | Volume 60 | Number 1

24. Learning Goals Assessment For Learning Learning Goals are brief, concise statements, in student-friendly language, that describe what students are to know or be able to do at the end of a period of instruction.

25. Scaffolding Desired knowledge and skills Current knowledge and skills

26. Desired knowledge and skills Learning goal Scaffolding Assessment Learning goal Learning goal Instruction Learning goal Current knowledge and skills

27. SampleLearning Goals Assessment For Learning • We are studying the creative process. (Gr. 9) • I am learning to analyse and synthesize information. (Gr. 10) • Understand the uses of buttons, labels and text fields. (Gr. 12) • I can explore a wide range of increasingly complex traditional and emerging technologies, tools, and techniques. (Gr. 12) • I will be able to use descriptive words, phrases and expressions to clearly describe a scene or situation. (Gr. 10) • We are learning to use charts or hand-drawn sketches to show the sequence of things, how things are related, or compare different alternatives. (Gr. 11) • I can use a variety of techniques to convey a sense of movement. (Gr. 11) • You will know how to create and perform phrases that explore two or more elements of dance. (Gr. 9)

28. Learning Goals Assessment For Learning • TASK: Identify the Learning Goal(s) for Lesson 3 of the sample unit. • Read the lesson plan, giving careful attention to the specific expectations and how they are addressed. • Identify the knowledge and skills that the student is expected to demonstrate. • Develop learning goal statement(s) that meet the criteria for effective learning goals.

29. Learning Goals Assessment For Learning • To be effective, learning goals must be: • Identified and shared at the outset of learning • Clarified with the students • Referred to during the learning

30. Feedback Assessment For Learning • Related to learning goals and criteria • Timely and specific • What was done well, what needs improvement, how to improve • Descriptive not evaluative • Include monitored opportunities to try again

31. Research Assessment feedback often has a negative impact, particularly on low-achieving students, who are led to believe that they lack ‘ability’ and so are not able to learn.

32. Assessment For Learning Peer- and Self-Assessment • Assessment, not evaluation • Ensuring students understand learning goals and success criteria • Modelled by teacher before attempted by students • Students providing feedback (done well, needs improvement, how)

33. Success Criteria Assessment For Learning Success criteria • Describe what successful achievement of learning goal “looks like” • Use language that students understand

34. Success Criteria Assessment For Learning TASK: Co-construct a criteria t-chart for the musical composition in the AMU 1O unit.

35. Co-constructing Criteria Assessment For Learning 1. Brainstorm a list of ideas 2. Sort and group the ideas 3. Make and post a T-chart 4. Use and revise as you learn more. Davies, A, Herbst-Luedtke, S, Parrott Reynolds, B. Making Classroom Assessment Work p. 57

36. Learning Goals and Success Criteria Assessment For Learning “When we invest time up front to build the vision [of what students are to be learning], we gain it back later in increased student motivation and the resulting higher-quality work.” Chappuis (2009)

37. AfL and Planning Assessment For Learning • TASK: Identify Assessment for Learning practices embedded in a lesson • Examine Lesson 3 from the sample unit. • Identify any of the AfL practices • Learning Goals/Success Criteria • Eliciting Evidence of Student Understanding • Feedback • Peer and Self Assessment

38. Learning Goals We are learning to: use the "creative process" when composing use the elements of music to plan a composition use a compositional tool to create a composition (Finale) Guiding Questions: How do the stages of the creative process help us to compose a piece of music? What are some techniques and tools musicians use to compose? • Elements of Music Diagnostic Assessment • BLM2 "Using Finale“ • Journal Entry: “Use each of the following creative process stages as headings: 1. Challenging and Inspiring, 2. Imagining and Generating, 3. Planning and Focusing, explain how you have used each stage, so far, in the development of your composition.” • Peer and self assessment

39. Samples of music conveying courage, honesty, loyalty Co-constructing criteria for success Teacher modeling Peer and self assessment Process Portfolio to evaluate the application of the stages of the creative process in an original composition. The Process Portfolio will include graphic organizers, self reflections, checklists, rating scales and feedback response logs. (rubric) Original composition (rubric)

40. Feedback • Traffic light • Thumbs up, thumbs down • Target Got it! Not yet Getting there

41. Feedback Feedback Log

42. Exit Card Assessment For Learning • We are learning to: • Plan assessment that is clearly linked with instruction; • Identify and explain the four core practices of assessment for learning; • Incorporate the practices in lesson and unit planning • Write learning goals and identify success criteria Exit Card Something new I learned… I want to learn (more) about… A question I have is…

43. I don’t know what this means. I have no idea what to do next. I’m probably too dumb to learn this anyway. I give up. I understand, I know what to do next. I can handle this. I choose to keep trying.

44. Paul Walsh, Education Officer CAP Branch Paul.walsh@ontario.ca 416 325 4393 Joanie Causarano, Education Officer CAP Branch Joanie.causarano@ontario.ca 416 325 2100