Assessment+and+Evaluation

[[file:assessment_evaluation_tools[1].pdf]]



 * Assessment and evaluation are indexes of learning. When learning is the goal, we assess and evaluate: **

1. for learning (diagnostic) 2. as learning (formative) 3. of learning (summative).

We must do it effectively, efficiently, and fairly.

**//Before we assess and evaluate, we must know what the “valued” outcomes are. The curriculum is the starting point//**.

1. Which outcome will I pursue? 2. What will I assess and evaluate? 3. How (i.e., what method) will I assess and evaluate? 4. How will I provide students direct, usable insights (feedback) into current performance (descriptive versus rewards or simple approval)? 5. How can I use the information from this assessment and evaluation?

//** Assessment and evaluation as learning reinforces continual reflection and monitoring. **//

Reporting
· Often too little information or very selective · Must be honest and accurate · Must be fair · Must have clear, agreed-upon, and stable meaning · Must be accompanied by evidence and be supportable

Assessment, Evaluation, and Reporting
1. Effective assessment and evaluation are grounded in curricula and contextualized in meaningful units of study.

2. Effective assessment and evaluation arise from clear and appropriate targets and are planned.

3. Effective assessment and evaluation techniques and practices are multidimensional, involve various methods, and correspond with the curriculum outcomes, with instructional practices, and with the developmental level of the students.

4. Effective assessment and evaluation are essential and integral components of the teaching-learning process and representative of the students’ learning.

5. Effective assessment and evaluation serve a clearly articulated purpose and collection of data and criteria are communicated in advance.

6. Exemplars are provided whenever possible.

7. Effective assessment and evaluation data and results should be communicated to students and parents/guardians regularly and in meaningful ways.

8. Overall, effective assessment and evaluation is fair and helps all students achieve the learning outcomes.

· Linked to curriculum outcomes and expectations for students at this phase of literacy learning · Focused on finding out what the students’ literacy strengths and needs are || · Several informal sources of information (often simply “kid-watching”) · Linked to curriculum outcomes and daily instruction · Usually performance-based tasks and focused on finding out what is needed for further instruction || · At particular points in lesson (e.g., end), unit or term · Often a particular focus (e.g., listening comprehension) · Linked to curriculum outcomes and unit outcomes · Should be performance-based and focused on what the students know and can do as a result of instruction. What have they learned and how well? ||
 * ** Diagnostic Assessment and Evaluation ** ||
 * · Continuously as needed (but often prior to instruction)· Several informal and formal sources of information
 * ** Formative Assessment and Evaluation ** || ** Summative Assessment and Evaluation ** ||
 * · Continuously as needed

(with assessments as integral parts of instruction)

 * || ** Before ** || ** During ** || ** After ** ||
 * ** I Do ** ||  ||   ||   ||
 * ** We Do ** ||  ||   ||   ||
 * **You** Do ||  ||   ||   ||

The Assessment-Evaluation Process
What do the students know and what can they do? What do the students need to learn in this unit? |||| ** Formative ** What have the students learned so far? What can they do now? Where do they need additional support? Where do I need to focus their instruction? |||| ** Summative ** What have the students learned? What do they need to learn next? || How can students become more self-reflective and in control of their own learning? How can I help involve students in the design and use of assessment? |||| ** Self-assessment ** How can I help them become more involved in their own learning and enhance their understanding of their own development? |||| ** Self-assessment ** How can I provide clear and useful feedback to students and their parents to help them understand what they have learned? ||
 * |||| ** Pre-Assessments ** |||| ** During Instruction ** || ** After Sufficient Instruction ** ||
 * ** I Do ** || ** Diagnostic **
 * ** We Do ** |||||||||| Learning and teaching activities are building blocks. Teachers must clearly identify what students need to know and be able to demonstrate that student have achieve the objectives, and then they must analyze task to create a sequence of instruction that supports students’ learning (J. F. Carr). ||
 * ** You Do ** || ** Self-assessment **

//** ELA teachers need to be astute observers who use a variety of techniques to collect information about students’ language competences. **//

A Variety of Assessment and Evaluation Techniques Used

 * ** Sample Evaluation Techniques ** ||
 * ** Assessment Techniques ** || ** Description ** || ** Evaluation ** ||
 * ==== Observations, Checklists, and Anecdotal Records ==== || ==== Teacher observes students for interests, responses, and interactions. ==== || ==== Judgements are based on collected information. ==== ||
 * ==== Conversations, Conferences, and Interviews ==== || ==== Teacher talks with students. ==== || ==== Judgements are based on conference data. ==== ||
 * ==== Inventories and Running Records ==== || ==== Teacher documents what students say and do as they read, listen, or view. ==== || ==== Teacher often scores or analyzes for miscues and comprehension . ==== ||
 * ==== Retellings and Journals ==== || ==== Teacher asks students to retell main ideas, details, or story, or to give responses. ==== || ==== Judgements are based on data collected with rubrics, rating scales, or checklists. ==== ||
 * ==== Performance Task and Project Demonstration Rating Scales and Rubrics, Quizzes, "Tests”, and Examinations ==== || ==== Teacher and students assess responses and products. ==== || ==== Judgements are based on rubrics, rating scales, “marking”, or anecdotal notes. ==== ||
 * ==== Folders and Portfolios ==== || ==== Teacher and students assess portfolio contents. ==== || ==== Judgements are based on items chosen from portfolios. ==== ||

ALIGNMENT
Listen purposefully to understand, respond, and analyze oral information and ideas from a range of texts including narratives, instructions, oral explanations and reports, and opinions. Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success). || Discussion Prompt: “For many centuries, humans have marvelled at the ability of living things to attain flight, and have a developed a variety of devices to recreate that ability.” Have you ever dreamed of being able to fly or travel in space? Share one of your dreams. || Are students able to reflect and imagine? What aspects of flight and space seem to peak their interest? Are students willing to participate in a discussion? Do they listen courteously and attentively to others? Do they build on each other’s ideas? || Type: Non-fiction Prompt: Seven guiding questions related to main ideas from text (‘in the book’). Read text aloud, model pause and think about how certain statements and supporting details might answer two of questions and how these may be paraphrased and recorded in jot-notes and a graphic organizer. || Can students locate and recognize key ideas and information in response to the guiding questions? Can students record and organize information in their jot-notes and graphic organizer? Are students able to explain the main ideas communicated in the text in their own words? ||
 * ** Outcomes ** || ** Instruction ** || ** Assessment and Evaluation ** ||
 * Grade 6:
 * View, listen to, read, comprehend, and respond to a variety of texts that address identity, social responsibility, and efficacy. Read and demonstrate comprehension and interpretation of grade-appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures. || Text: “Flying a Kite”
 * CURRICULUM ||

Assessing Listening/Reading/Viewing
After listening, reading, or viewing, you will be asked to answer the following questions to the best of your ability. Note: You may wish to track your understanding of written text using the following symbols:< (I do not understand)??(I am confused with this section)Ö(I understand this section)* (This important)RA (I need to read this again) || What did the text say (who, what, where, when, why, and how)? Can you say this in your own words? What did you learn? What parts of the text do you need to remember? What kind of organizer can you use to help you remember the ideas presented? How will you use this information? What can you do if you did not understand the text you heard, read, or viewed? ||
 * **Before** || **During** || **After** ||
 * Please complete the re-listening/pre-reading/pre-viewing Plan before listening, reading, or viewing. Title of Text:Type of Text:Topic: What I know about this topic: My purpose for listening/reading/viewing: What I expect to learn about the topic: What I know about myself when I listen/read/view this type of text: || As you listen, read, view, make notes (including noting the ideas presented, your thoughts and insights, your questions and conclusions).

What is Important in this Unit?

 * **CONTENT** (What is important for students to know in this unit? Which ideas, concepts, “enduring” understandings should they learn?) ||  ||
 * **PROCESSES** (What is important for students to be able to do in this unit? What “processes” and procedures should they learn?) ||  ||
 * **PRODUCTS** (What are students required to produce or perform? What prompts will they be given? What models? What supports? What timelines?) || (Note: Performance tasks and projects should be authentic as possible—they should “mirror the issues and problems faced by adults” (Wiggins and McTighe, 1998, p. 14). ||


 * “When the cook tastes the soup, that’s formative evaluation; when the guests taste the soup, that’s summative evaluation.” **

Assessment and Evaluation Tools
(Judy F. Carr, “Peers Add a Potent Perspective,” National Staff Development Council (Vol. 26., No.1, Winter 2005), p. 51)

· The assessment and evaluation tools assess the targeted outcomes. · The assessment and evaluation type (e.g., short answer, product, performance) are appropriate for assessing the identified content, skills, strategies, and/or habits of mind. · The assessment and evaluation tools provide examples of student work in relation to the outcomes and expectations.
 * Congruent. **

· Outcomes and expectations are made known to students early in the instructional process. · Multiple methods of assessment are used. · Appropriate criteria and procedures for scoring and reporting results are used.
 * Systematic. **

· The teacher regularly provides feedback to students about their learning in relation to standards.
 * Ongoing. **

· The assessment and evaluation are valid. · The outcomes being learned are assessed and evaluated. · The assessments and evaluations assess and evaluate what they purport to assess and evaluate.
 * Technically Sound. **

· The assessments and evaluations provide sufficient information to made dependable decisions. · The results of the assessments and evaluations are likely to be consistent from student to student and over time. · The assessments and evaluations have clear language.
 * Reliable. **

· The assessments and evaluations are fair and avoid bias.
 * Ethical. **

This document is all of hte above information compiled into a Word Doc.

Note: All of the information on assessment and evaluation is from Saskatchewan Ministry of Education, 2010.