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Our assessment journey teachers edition

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  • AndreaSlides 1 and 2 = 1 minute
  • Andrea-Coaches refer to the strategic plan when conducting inservices and when planning with and for teachersStrategic goals: 1- Sustainable infrastructure2- People Engagement3- Accountability for All4- Student Learning and Wellbeing4- Equitable OpportunitiesStrategic Priorities:1 - Excel at key processes -Assessment goes hand in hand with strengthening instruction -Improve effective change management – this is why we a re on a journey, and how we implement and manage the change process2 - Achieve student and family outcomes - effective appropriate assessment lends itself to improving student learning outcomes. Assessment practices allow students to be a part of their learning journey - effective assessment practices also strengthen student and parent engagement, students will have a better picture of where they have been, where they are going, and what steps will be along the way.3 – Achieve financial stewardship4 - Enable people capacity
  • Cindy2 minutes
  • Andrea LIST - TargetTime: 5 minutesLearning targets:- Spring from outcomes Guide learningIn student friendly languageWhat students are actually doing and what they are actually going to learnFor todays lesson only – specificTo engage with contentLearning targets triangluates essential content, effective instruction and meaningful learning
  • Cindy 1 minuteFist to FiveParticipants participate in formative assessment.
  • CindyThink-Pair-ShareThink about the question to yourself for 30 seconds. Then share your thoughts with your partner. Be prepared to share your thoughts with the larger group.
  • Cindy LIST – Talking Probes3 minutesSmall group discussionThink quietly to yourself to yourself first 15 seconds. Find a partner and complete one or more of the speaking probes with them.Its hard to overcome what we believe what is inherently right because of our experiences in school or how e began our careers.
  • Cindy2minutesHow does this colour what you do? Reflect on you high school/university experiences of being examined, tested, evaluated, graded.
  • Andrea LIST – Critical ListeningCritical Listening: (5 minute)Think for one minute. Talk to your partner for one minute. Partner listens silently for the full minute. Partner then asks one clarifying question. 30 seconds to respond. Switch.
  • Andrea LIST: Co-Constructing Knowledge2 minutesSharedWriting: First person writes one reason, pass the paper around group, each person adds another reason. Groups share.(tap and activate background knowledge)Share ideas in pairs/groups then identify the listed reasons:To show learning gauge student progress inform instruction gather evidence of learningbased on Provincial Curriculum outcomes decide how to differentiate communicate to parents how they can help their child communicate to learners how they can help themselvesto plan interventions to identify students who need extra support to set up peer teaching to group studentsto advise programming
  • Andrea1 minuteAssessment is something systematically conducted and is plannedAssessment is the gathering of information that informs our teaching and helpsstudents learn more. (Davies)Teachers will be gin to teach differently based on what they find when they assess
  • Andrea3 minutesAndrea: Assessment for learning involves the use of information about student progress to support and improve student learning, inform instructional practices, and: • is teacher-driven for student, teacher, and parent use • occurs throughout the teaching and learning process, using a variety of tools • engages teachers in providing differentiated instruction, feedback to students to enhance their learning, and information to parents in support of learning. Cindy: Assessment as learning actively involves student reflection on learning and monitoring of her/his own progress and: • supports students in critically analyzing learning related to curricular outcomes • is student-driven with teacher guidance • occurs throughout the learning process. Andrea: Assessment of learning involves teachers’ use of evidence of student learning to make judgements about student achievement and: • provides opportunity to report evidence of achievement related to curricular outcomes • occurs at the end of a learning cycle using a variety of tools • provides the foundation for discussions on placement or promotion.
  • Cindy: 2 minutes“assessment experiences that result in an ongoing exchange of information between students and teachers about student progress toward clearly specified learning outcomes” (AAC)Key points:Improving formative assessment practicesraises student achievement levelsImproved formative assessment practices helps low achievers moreNOT used for grading purposes
  • CindyTeachers read slideResearch based practice“Culture of ongoing monitoring and assessment, that involves teacher, students, and school”Evidence used for:Teachers: Adjust instructionStudents: Adjust their learning tactics
  • CindyGive one get oneFormative Assessment from Natalie RegierEveryone gets a booklet. Number people off from 1 to 9. See the strategy on the sheet, learn the strategy that corresponds with your number. Be prepared to teach the strategy to others. As people teach you the strategies, take brief notes on your “bingo” sheet. Your goal is to have a quick “how to” reference for these nine strategies.
  • CindyWhatif I collect data and never act on it?Do we record? Are we accountable for that Data? Is it reported?Formative assessment is ONLY formative assessment WHEN we act on it and respond to the data. If not acted upon, the formative assessment is only an activity.PTS interviews, reported to parents, admin, and studentsBecomes part of students self-monitoring and goal settingBecomes part of planning for instruction: “Responsive teaching”Is evidence for decisions made that effect learning: differentiating, RTI, etc
  • AndreaIn fact, as 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”. (from Erhlandson, C. 2013 presentation)Bottom Line: Any formative assessment is better than none.The more we can use it to help students really know where they are and what they need to do to get where they need to go, the better!
  • Cindy1 minutes“assessment experiences designed to collect information about learning to make judgements about student performance and achievement at the end of a period of instruction to be shared with those outside classrooms.” (AAC)“refers to performance data complied as a grade” (AAC)Posted criteriaModels, samples, exemplars
  • Andrea: 2 minutesTriangulation of evidenceObservations: Checklists, learning tasks,problem solving group work, presentations, reading skills, listening and speaking skills, digital portfoliosConversations: Peer feedback, student-teacher conferences, math journals, self assessments, digital portfoliosProducts: Notebooks, reader response journals, projects, graphs, writing portfolios, digital portfoliosEvidence collected needs to be reliable and valid
  • 1 minuteAndrea
  • Andrea LIST - TargetTime: 5 minutesLearning targets:- Spring from outcomes Guide learningIn student friendly languageWhat students are actually doing and what they are actually going to learnFor todays lesson only – specificTo engage with contentLearning targets triangluates essential content, effective instruction and meaningful learning
  • Read Quote page 111 Anne DaviesTomlinson: “Teaching is not complete until learning has taken place”. How do we know when learning has taken place?

Transcript

  • 1. Our Assessment JourneyLiteracy Coach: Andrea HnatiukMath Coach: Cindy Smith
  • 2. We start and end on timeWe are a community of professionals, weparticipate fully, encourage participation fromothers, and allow ourselves to be learnersWe create a safe place to be heard, we cantake risksWe respect everyone’s point of viewWe use technology appropriately in the spiritof professional learningOur ProfessionalGrowth Commitment
  • 3. What will I be able to do when Iam done here today?I can identify assessment practicesthat are for, as, and of learning.What is important for me to learnand understand so that I can hitthe target?I must learn and understandformative and summativeassessment strategies.What will I do to show that Iunderstand?I can create a professional goal tobegin implementing effectiveassessment strategies thatimprove student learningoutcomes.Moss, C., & Brookhart, M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria: ASCD.Learning Targets
  • 4. How well do I understandassessment?
  • 5. Assessment and Evaluation•What distinctions do youmake between assessmentand evaluation?
  • 6. Your Assessment Experience(as a student)• I remember one time when….• A really positive experience for me waswhen….• One thing I’ve never forgotten is…..• Some things I remember my teacher(s) doingare….
  • 7. How does your past experience asa recipient of evaluation colouryour present practice as anevaluator?
  • 8. How have your assessment andevaluation practices evolvedthrough your career?
  • 9. Why Do We Assess?
  • 10. What is Assessment?• Systematically conducted• Contributes to an overall picture of eachstudent’s achievement
  • 11. How Do We Assess?• Assessment For Learning• Assessment As Learning• Assessment Of Learning
  • 12. Formative Assessment• Informs our practice• Provides information about what studentsalready know (preassessment), are learning, andhave learned.• What has been learned? What needs to belearned?• Relies on specific, descriptive feedback that relieson criteria and is focussed on improvement.
  • 13. Popham (2011) states, “recent reviews of more than4,000 research investigations show clearly that whenthe [formative assessment] process is wellimplemented in the classroom, it can essentiallydouble the speed of student learning … it is clear thatthe process works, it can produce whopping gains instudents’ achievement, and it is sufficiently robust sothat different teachers can use it is diverse ways, yetstill 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.
  • 14. Some Formative AssessmentActivities• Give One Get One
  • 15. …and what do I do with the data?
  • 16. Value• Ian Krips (SPDU): Even if you’re doing a badjob of formative assessment, is still doing yourstudents a world of good.
  • 17. Summative Assessment• A summary of the level to which students havereached or mastered outcomes• Evaluation• How students performed in relation to astandard.• Considers evidence and decides whether or notstudents have learned what was needed and howwell they have learned it.• Reported using grades,numbers, or checks
  • 18. Assessment EvidenceObservationsConversationsProducts
  • 19. FormativeDuringLearningTo inform decisionson instruction, andto help studentsunderstand wherethey are in theirlearningSummativeAfterLearningForcommunicationto parents andfor placement
  • 20. Shifting the BalanceWestern and Northern Canadian Protocol for Collaboration in Education. (2006).Where we were, where we’re going
  • 21. What will I be able to do when Iam done here today?I can identify assessment practicesthat are for, as, and of learning.What is important for me to learnand understand so that I can hitthe target?I must learn and understandformative and summativeassessment strategies.What will I do to show that Iunderstand?I can create a professional goal tobegin implementing effectiveassessment strategies thatimprove student learningoutcomes.Moss, C., & Brookhart, M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria: ASCD.Learning Targets
  • 22. Education is a journey, whereteachers and leaders are learnersalongside students. Together we needto make learning more meaningful tostudents. Together we learn to createan education system that addresses21st century learners, children whowill be competent citizens in atechnological, collaborative globalcommunity.