8P43 - Assessment 1

1. EDBE 8P43
Assessment I
Class 4
2020

2. INDEPENDENT WORK TIME
Social Justice Picture Book

3. J/I Language & Literacy

4. The Focus of Language Assessment
….measuring student progress and
achievement in relation to the content
standards and performance standards
identified for Language

5. Content Standards: What is Being Taught
and Assessed in Language?
All curriculum expectations must be
accounted for in instruction,
but evaluation focuses on students'
achievement of the overall expectations.

6. Performance Standards: What is the
Evidence of Language Learning?
Student work is assessed and/or evaluated in
a balanced manner with respect to the 4
categories, and the achievement of particular
expectations is considered within the
appropriate categories.

7. Writing Assessment
Achievement Chart in Language

8. Achievement Chart Categories
KNOWLEDGE &
UNDERSTANDING
THINKING COMMUNICATION APPLICATION

9. Compare
Achievement
Charts
1-8 with 9-10

10. Evidence: How will I know?
• Exemplars / Student Samples
• Developmental Continuum
• Teacher Moderation

11. Teacher Moderation
http://www.edu.gov.on.ca/eng/literacynumerac
y/inspire/research/Teacher_Moderation.pdf
http://thelearningexchange.ca/videos/reading-
conference-critical-literacy-3/
Teacher Moderation webcast

12. ONTARIO WRITING ASSESSMENT

13. Task
Midway through Gr. 5
• You are a reporter for a newspaper. Your
assignment is to write a report about your
school’s upcoming talent show. All the money
raised by the talent show will help buy books
for the school.
• In your report, give details of the upcoming
event.
• Who? What? When? Where? Why? How?

14. Teacher Moderation
Task
• Each table will select an envelope reflecting one
of the Achievement categories (e.g. Thinking,
Knowledge & Understanding etc.)
• Examine the rubric for the student writing task
• Sort the 4 pieces of student writing into levels
1,2,3,4 for the chosen category only.
• When your table has come to a consensus, pick
up an Answer Key envelope for your category,
compare the ranking with yours, and discuss the
rationale given
• Repeat using a different category of Achievement

15. Levels of planning

16. Example from 2018-2019
• Overall inquiry topic: Writing structures and
organization
• Research question:
How can teachers support students in the
Intermediate Division to organize their
thoughts into a coherent piece of writing?

17. Key Research Findings
Implications for Practice
• Scaffolding via
– Use of graphic organizers
– Acronyms such as D.E.C.I.D.E.
(Draw/Explain/Choose/Ink/Draft/Edit)
• Feedback: Teacher and Peer

18. Breakdown of Lessons
Topic
• Thesis statement
• Introductions & conclusions
• Body paragraphs:
Persuasive writing
• Critical thinking questions
to edit persuasive writing
• Peer feedback in persuasive
writing
Learning Object & Tool
• Powtoon (tutorial)
• Easel.ly (infographic)
• Mentimeter(digital jigsaw)
• Thinglink (interactive
infographic)
• PlayPosit (interactive video)
• Book Creator (demo)

19. Learning Object Descriptions
• I will create a ___________(type of resource)
using _________ (digital tool) to teach
__________ (skill/concept)

20. Writing Structure
• Britney will use a Powtoon to explain how to
brainstorm for a topic (i.e. write the pros/cons
for a topic using a graphic organizer) in
addition to specifically focusing on how to
write a thesis statement.
• Nigel will explain how to produce a captivating
introduction and strong conclusion using an
infographic created through Easel.ly.

21. • Rikki will use a digital jigsaw puzzle using
Mentimeter to review the elements of a
persuasive paragraph/essay and how to
organize those elements in a logical order.
• Stephanie will use Thinglink to explain how
writing model acronyms such as P.E.E.L.
and/or D.E.C.I.D.E. can be used to effectively
organize and structure students’ written work.

22. • Using a video created with PlayPosit,
Alexandra will teach how to develop critical
thinking skills about students’ own and their
peers’ papers.
• Kelly will use Book Creator to demonstrate to
students how to give better peer feedback.
This learning object will allow students to see
examples of poor feedback and support them
in creating better feedback.

23. Each Learning Object
• Lesson Plan (Forum plus hard copy for
instructor)
• Learning Object (link)
• Assessment tool
• Uploaded in Forum under your group topic

24. Creation Tools
• Sakai: Class 4 and Resources/Learning Object
Support
30+ Creation Tools for Learning Objects
10+ Ideas to get your creative juices flowing

25. Shared File
• Please set up a Google doc file for your table
group between now and next class
• Upload the file “Reading Assessment
Strategies.docx” found on Sakai Class 5 under
“Reading Assessment Tools”

26. Inquiry Group Time
• Monographs due:
– Mon/Thurs: Sept. 24
– Tues/Fri: Sept. 21
• Lesson Plan/Digital Resources due:
– Mon/Thurs: Oct. 15
– Tues/Fri: Oct. 5