1. EDBE 8P43
Junior / Intermediate
Language & Literacy
Week Three Class Two
Classroom Assessment 2
2. Interview Question
• How would you approach assessment and
evaluation in your Language Arts classroom?
3. The Focus of Language Assessment
….measuring student progress and
achievement in relation to the content
standards and performance standards
identified for Language
4. 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.
5. Reading OE
1. Read and demonstrate an
understanding of a variety
of literary, graphic, and
informational texts, using a
range of strategies to
construct meaning
3. Use knowledge of words
and cueing systems to read
fluently
2. Recognize a variety of text
forms, text features, and
stylistic elements and
demonstrate understanding
of how they help
communicate meaning
4. Reflect on and identify their
strengths as readers, areas
for improvement, and the
strategies they found most
helpful before, during, and
after reading
6. Reading OE Planning Instruction and Assessment
Comprehension Literary Graphic Informational Texts
Fluency
Text Forms, Features, Stylistic Elements
Metacognition
7. Writing OE
1. Generate, gather, and
organize ideas and
information to write for an
intended purpose and
audience
3. Use editing, proofreading,
and publishing skills and
strategies, and knowledge
of language conventions, to
correct errors, refine
expression, and present
their work effectively
2. Draft and revise their writing,
using a variety of
informational, literary, and
graphic forms and stylistic
elements appropriate for the
purpose and audience
4. Reflect on and identify their
strengths as writers, areas
for improvement, and the
strategies they found most
helpful at different stages in
the writing process
8. Writing OE Planning Instruction and Assessment
Writing Process
Forms
Informational Literary Graphic
Traits / Elements Writer’s Crafts
Ideas Organization Word Choice Sentence Fluency Presentation
Metacognition
9. Oral C OE Planning Instruction and Assessment
Comprehension
Metacognition
Communication
10. Media L OE Planning Instruction and Assessment
Comprehension
Creation
Forms
Metacognition
11. Reading Assessments
….are used to gather information about how
students read different types of texts at different
levels of difficulty.
Texts should be cross-curricular – that is,
covering a variety of topics from different
subject areas – and should include examples of
imaginative and informational material from a
range of media, both print and electronic.
12. Writing Assessments
….are used to gather information about
students’ written products and about students’
use of the writing process.
Teachers focus on students’ ability to write in a
variety of forms and for a variety of purposes
and audiences
13. Oral Communication Assessments
….are used to gather information about students’
speaking and listening skills
Teachers use ongoing observations of students as
they work in groups or pairs, engage in conferences,
or make presentations.
Teachers need to be aware of students’ cultural
backgrounds and take into consideration that
certain behaviours that are encouraged in Canadian
classrooms are regarded as inappropriate in some
cultures.
14. Media Literacy Assessments
…..are used to gather information about students’
understanding of media messages and techniques
and how students use those techniques to create a
variety of media texts containing print, still and
moving images, audio, and/or interactive elements.
These texts should cover a variety of topics in
different subject areas and use various media forms
to allow for the comparison of forms, techniques,
and content.
15. 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.
16. Evidence: How will I know?
• Exemplars / Student Samples
• Developmental Continuum
• Teacher Moderation
19. Assessment for Learning Assessment as Learning Assessment of Learning
Assessment for learning has a formative
purpose. It provides a teacher with
evidence of a student’s learning during
instruction to coach a student’s
achievement of curriculum expectations.
Assessment as learning has a self-reflective
purpose. It provides a student with opportunities
to use evidence of his/her learning to build on
prior knowledge, develop critical literacy skills,
and set personal learning goals related to the
curriculum expectations.
Assessment of learning has a summative
purpose. It provides a teacher with a
collection of evidence (most recent and most
consistent) to evaluate a student’s
demonstration of achievement of curriculum
expectations. It is used for reporting to
students and parents.
The Teacher:
1. Monitors and provides feedback to a
student during learning and adjusts
instruction to support learning
2. Gathers information about a student’s
Knowledge & Understanding,
Thinking, Communication and
Application of the Language
expectations
The Teacher:
1. Monitors and provides feedback that
allows a student to communicate his/her
understanding and demonstrate his/her
acquisition of the knowledge and skills
outlined in the curriculum expectations.
2. Gathers information about a student’s
Knowledge & Understanding, Thinking,
Communication and Application of the
Language expectations
The Teacher:
1. Creates assessment opportunities for a
student to demonstrate achievement of
the curriculum expectations following
instruction using, using clearly
communicated criteria and procedures
2. Gathers evidence about a student’s
demonstration of achievement of
curriculum expectations related to
Knowledge & Understanding, Thinking,
Communication and Application of the
Language expectations
Sample Tools and Strategies
anecdotal records
teacher observation
anticipation guides
cloze exercises
demonstrations or experiments
problem solving
sequence or matching exercises
interactive journals
interviews or surveys
Sample Tools and Strategies
student-teacher conferences
portfolio assessment
teacher observations
direct and timely feedback from the
teacher
peer feedback
self-assessment checklist
reflective journal entries
paragraph frames to guide reflection
Sample Tools and Strategies
portfolio assessment
oral reports or presentations
retellings
journals
role plays or simulations
demonstrations/experiments;
peer teaching (e.g., students teach a
skill or idea to a peer)
tests
rubrics
20. Mini-Workshops
• Ontario Ministry of Education OCUP Assessment
Companion
https://faculty.nipissingu.ca/warnier/resources/down
loads/AssessmentCompanion.pdf
• LNS Guide to Effective Literacy Instruction Volume
Two: Assessment
http://www.eworkshop.on.ca/edu/resources/guides/
Guide_Lit_456_Vol_2_Assessement.pdf
• Ontario Ministry of Education Learning For All
http://www.edu.gov.on.ca/eng/general/elemsec/spe
ced/LearningforAll2013.pdf
23. Monograph Planning Session 4
• Facilitator and recorder assume roles
• Conference with Instructor for feedback
• Refer to the Assignment Checklist for success
criteria
• Complete Meeting Log #4
• Post to Forum before next class
• Monograph to be posted to Forum before
beginning of Week 4 Class 1
Editor's Notes
Growing Success policy
Next slides provide the Overall Expectations and Big Ideas for Reading and Writing.
The attached documents provides more detail.
Reading – Link / Handout
Writing – Link/Handout
Once TCs are introduced to the pattern of unpacking the Reading and Writing OE, have them complete the charts for Oral Communication and Media Literacy
These 4 slides reinforce what each strand is to assess
Growing Success policy
Address samples of student learning from these 3 sources
Developmental Continuum for Reading, Writing and Oral Communication are found in The Guide to Effective Literacy Instruction Volume One: Foundations p.70-75
NOTE: they are in the print copies – have been taken out of the digital version
collect and maintain samples of student work
Teacher Moderation process
Little et al. (2003) found that teachers who engaged consistently in the moderation process were able to: • assess student performance more consistently, effectively, confidently, and fairly; • build common knowledge about curriculum expectations and levels of achievement; • identify strengths and areas for growth based on evidence of student learning;
TM monograph and webcast for further investigation
For, As Of sample tools and strategies
Review emerging themes from AER Strategy Form revised learning goals for Language assessment
Assign an area of the classroom for each theme
Have TCs move to a theme area that interests them
Purpose: to dialogue with colleagues to deepen understanding about the topic – use resources to locate and share specific tools as needed
Aftter 20-30 minutes TCs will post their take-away from the mini-workshop to their Drop Box
