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Uploaded byAshley Windsor
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Improving Student Learning: Assessment, Evaluation and Reporting in the ELA Classroom

The document discusses improving student assessment, evaluation, and reporting in ELA classrooms, differentiating between assessment for learning, assessment as learning, and assessment of learning. It emphasizes diagnostic and formative assessments to enhance student understanding and independence, providing examples of teaching strategies and assessment methods. The importance of clear learning goals, success criteria, and effective feedback are also highlighted to promote effective teaching practices.

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S Improving Student Learning Assessment, Evaluation and Reporting for the ELA Classroom Ashley Windsor, OCT – May 2015
S What’s in a Name? Defining Assessment for, as, and of Learning
Assessment for Learning Is comprised of two components, the first being diagnostic and the second formative. Regarding the later, it consists of the continual gathering and interpreting of assessment information during learning for use by learners and their teachers to help “decide where the learners are in their learning, where they need to go, and how to best get there”. Reform Group, 2002, p.2
Assessment for Learning Teaching Strategies and Assessment Examples: ① Exit Cards ② Learning Logs ③ 3-2-1 Summarizer ④ 4 Corners ⑤ Fist of Five
Assessment as Learning Is the continual process of fostering students’ capacity over time to be their own best assessors. During this process, teachers need to begin by presenting and modeling external, structured opportunities for students to assess themselves. Western and Northern Canadian Protocol, p. 42
Assessment as Learning TEACHERS Teach + Model STUDENTS Practice + Assess
Assessing During Learning Assessment for Learning S Diagnostic or Formative assessment that is used by teachers to improve student learning S Examples Include: S Immediate teacher feedback and advice S Differentiated instruction Assessment as Learning S Formative assessment that is used by students to help them become independent learners S Examples Include: S Peer assessment S Self assessment
Assessment of Learning Is the use of assessment information to make judgments about learning to assign a grade to report on the students learning progress. These assessments are summative and are ultimately what become public and can have the most affect on students’ futures. Western and Northern Canadian Protocol, p. 55
Assessment of Learning Products S Homework S Projects S Essays S Tests S Assignments S Portfolios Conversations S Discussions S Learning Conversations S Questioning S Conferencing S Self Reflections S Self Assessments Observations S Demonstrations S Performances S Informal Observations S Self Assessments EduGains, eModule, 2010
S Creating An Assessment Framework The Importance of Learning Targets and Success Criteria
Learning Goals Success Criteria Descriptive Feedback Peer & Self Assessment Individual Learning Goals
Learning Goals S Are brief statements that describe for students what they should know and be able to do by the end of a period of instruction (e.g., a lesson or a sub-task). S Represent a subset or cluster of knowledge and skills that students must master to successfully achieve the overall expectations. S Sample English learning goals: S We are learning to infer the author’s message S We are learning to write a persuasive letter
Success Criteria S Describe in specific terms and in language meaningful to students, what successful attainment of the learning goals look like. S Help students understand what to look for during the learning and what it looks like once they have learned the learning objective/goal.
The 3 “W”s of Process Establish WHERE the learners are going in their learning Establish WHERE they are in their learning Establish WHAT needs to be done to get them WHERE they are going Black & William, 2010, p.2
S Backwards Design Finding Appropriate Assessments
- Stephen R. Covey
Navigating the Maze
Refined Expectation Assessment Application What I need to teach & how I can teach it What they need to know before I can begin The Lesson Consolidation Application Task Assess Reflect Prepping How I will assess it & what am I assessing The content and the strategies, then consolidation Pre-assessment – the Prepping Teaching a Lesson Dr. J. Barnett
Stages of Backwards Design Identify Desired Results Determine Acceptable Evidence Plan Learning Experiences and Instruction EXPECTATION ASSESSMENT/ EVALUATION PLANNING
S Best Practices In the ELA Classroom
Book Clubs & The Achievement Chart S Critical thinking and real- world themes are analyzed and discussed. S Students are able to engage with their peers in small groups to discuss themes and ideas from the chosen text. S Co-operative and collaborative learning through students asking each other questions and debating topics. S Students can have a variety of texts and methods to chose from including poetry, short stories and even listen to audio books. Knowledge and Understanding Thinking Application Communication
Other English Teaching Activities • Hot Seat • Mini Lessons • Writer’s Workshop • Four Corners • Literacy Circles • Post-it Questioning • Jigsaw • Tableau
IMAGE REFERENCES ① Flicker: • http://www.flickr.com/photos/gforsythe/8204963410/ ② Blogs: • http://bossysmile.wordpress.com/assessment-asoffor- learning/ • http://zuhalaydin.edublogs.org/ ③ Websites: • http://www.st-clair.net/curriculum-services.aspx • http://www.cambridge.org/ca/esl/catalog/subject/proje ct/item6585669/?site_locale=en_CA • http://links.tashschool.org/