Assessment Where we have been, where we are now, where we are going
Influences on School Capacity and School Student Achievement
Student Achievement Instructional Quality, Curriculum, Instruction, Assessment <ul><li>School Capacity </li></ul><ul><li>T...
 
 
Assessment for Learning Educational assessment contributes to the ability of schools to deliver high quality education to ...
Where we have been <ul><li>1999 – 2000  </li></ul><ul><li>System Goal:   To develop a division wide assessment and evaluat...
Where we have been <ul><li>2000 – 2001  </li></ul><ul><li>Set of recommendations presented to principals </li></ul><ul><li...
Where we have been <ul><li>2001 – 2002  </li></ul><ul><li>Grade Alike meetings launched at the K – 8 level:  focus on asse...
Where we have been <ul><li>2002 - 2003  </li></ul><ul><li>Grade Alike meetings continued:  focus on reporting to parents, ...
Where we are now <ul><li>2003 – 2004  </li></ul><ul><li>Vision Statement:  The vision of MJSD1 is to improve student learn...
Where we are going <ul><li>2004 - ? </li></ul><ul><li>Continue to develop teacher & student assessment literacy within our...
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Assessment

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Assessment

  1. 1. Assessment Where we have been, where we are now, where we are going
  2. 2. Influences on School Capacity and School Student Achievement
  3. 3. Student Achievement Instructional Quality, Curriculum, Instruction, Assessment <ul><li>School Capacity </li></ul><ul><li>Teachers’ Knowledge, Skills, Dispositions </li></ul><ul><li>Professional Community </li></ul><ul><li>Program Coherence </li></ul><ul><li>Technical Resources </li></ul><ul><li>Principal Leadership </li></ul>Policies & Programs on Professional Development
  4. 6. Assessment for Learning Educational assessment contributes to the ability of schools to deliver high quality education to all Saskatchewan children and young people. Assessment for learning is an early phase in the evaluation process that involves the process of collecting, analyzing, interpreting and reporting information to improve student learning.
  5. 7. Where we have been <ul><li>1999 – 2000  </li></ul><ul><li>System Goal:   To develop a division wide assessment and evaluation protocol that details student progress from K to 12.  It is hoped that the finished format will be a detailed profile that outlines an overall division view and minimum competency expectations at each grade level.  </li></ul><ul><li>A hold is placed on standardized testing in MJSD1 </li></ul><ul><li>CAT3 in-service </li></ul><ul><li>High school administrators asked to gather information about the most appropriate timing for the CAT3 </li></ul>
  6. 8. Where we have been <ul><li>2000 – 2001  </li></ul><ul><li>Set of recommendations presented to principals </li></ul><ul><li>Examination of Materials:  Ed. Act, STF policy, protocols from other school divisions </li></ul><ul><li>Development of the “Grade Alike” concept </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  7. 9. Where we have been <ul><li>2001 – 2002  </li></ul><ul><li>Grade Alike meetings launched at the K – 8 level:  focus on assessment </li></ul><ul><li>Subject Alike meetings were held among 9 – 12 teachers </li></ul><ul><li>Survey developed and distributed to all teachers re:  assessment procedures teachers used </li></ul><ul><li>Data collated and shared </li></ul>
  8. 10. Where we have been <ul><li>2002 - 2003  </li></ul><ul><li>Grade Alike meetings continued:  focus on reporting to parents, revising progress reports & curriculum networking </li></ul><ul><li>Standardized Testing reintroduced to grades 6 & 10 </li></ul><ul><li>Assessment Strategies becomes a PD focus throughout our division </li></ul><ul><li>Assessment Strategies:  A Practical Guide for Teachers and Administrators developed by Saskatchewan Learning – Region 3 </li></ul>
  9. 11. Where we are now <ul><li>2003 – 2004  </li></ul><ul><li>Vision Statement:  The vision of MJSD1 is to improve student learning/achievement through high quality, student-involved classroom assessment. </li></ul><ul><li>Understand the difference between assessment of & assessment for learning . </li></ul><ul><li>Invite teachers to further explore the assessment for learning approach. </li></ul><ul><li>Continuation of Assessment Strategies as a PD focus. </li></ul><ul><li>Distribution of Assessment Strategies:  A Practical Guide for Teachers and Administrators developed by Saskatchewan Learning – Region 3 to all high school teachers. </li></ul><ul><li>Understand the need for balance between assessment of and assessment fo r learning. </li></ul>
  10. 12. Where we are going <ul><li>2004 - ? </li></ul><ul><li>Continue to develop teacher & student assessment literacy within our division: </li></ul><ul><li>Develop a practice of students as key users & empowered decision makers. </li></ul><ul><li>Use data to advance student learning. </li></ul><ul><li>Establish clear and appropriate learning targets in student friendly language. </li></ul><ul><li>Improve communication of targets, purpose and progress. </li></ul>
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