(1)Assessment for, as, of Learning

(2) Formative & Summative Learning

(3) Literacy Strategies

Assessment & Evaluationfor, as and of Learning

Evaluation is…

Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality.

Assessment is…

Process of collecting data on student performance that is then used to evaluate. It may be formal or informal assessment. There is also formative and summative.

Assessment & evaluation is like…Use the objects in the bag to inspire statements about Assessment. !

Share with the class.

Successes? Challenges? Use with students?

Principles of Growing Success

Formative vs SummativeFormative -> informs the learner and the teacher

helps to gage where student is and for teacher to plan where to go

provides opportunity for improvement

Summative -> evaluates what learning has happened

forms the ‘mark’ for reporting

Assessment FORPre-assessment, FORMATIVE

Assessment ASFormative, Self- assessment, metacognition

Assessment OFSummative

Formative Assessment!

Observations

Questioning

Discussion

Exit/Admit Slips

Learning/Response Logs

Graphic Organizers

Peer/Self Assessments

Practice Presentations

Visual Representations

Kinesthetic Assessments

Individual Whiteboards

Four Corners

Constructive Quizzes

Think Pair Share

Appointment Clock

Four More

Making a RUBRIC

Imagine TWO people from different places or with different experiences in Canada. a) Fill out the poem TWO TIMES. b) Each will reflect the different perspectives and desires of an individual. c) Touch on economic, demographic and social change for these Canadians between 1945 - 1980. d) Use specific information from the text.

Name: __________________________ from _______________________ (region or community)

I am _____________________________________________________ ( 2 special characteristics you have)

I wonder __________________________________________________ (something you are curious about)

I hear ______________________________________________________ (an imaginary or real sound)

I see______________________________________________________ (an imaginary or real sight)

I touch ______________________________________________________ (an imaginary or real touch)

I want ______________________________________________________ (an actual desire)

I am ______________________________________________________ (repeat first “I am” line)

I face ________________________________________________________ (a barrier or challenge you face)

I accept the power of ______________________________________________ (a force or factor that is beyond your influence)

I worry ______________________________________________________ (a worry that you have)

I seek the help of __________________________________________________(person or people who helps you)

I am inspired by _______________________________________________ (a person or people who inspires you)

I am ______________________________________________________ (repeat first “I am” line)

I understand _____________________________________________________ (something you know to be true)

I say ______________________________________________________ (something you believe in)

I dream _____________________________________________________ (something you actually dream about)

I try ______________________________________________________________ (something you really make an effort to do)

I am ______________________________________________________ (repeat first “I am” line)

RUBRICTIEvaluates the impact of changing a)social and economic conditions on Canada and Canadians and/or b) the demographic patterns of Canada and their impact

Not evident Rarely Some Good insightful

A demonstrates an ability to interpret and analyse information gathered from a variety of sources.

Not evident Rarely Some Good insightful

COMMENTS:

Post War Canada - An Identity Poem

Imagine TWO people from different places or with different experiences in Canada. a) Fill out the poem TWO TIMES. b) Each will reflect the different perspectives and desires of an individual. c) Touch on economic, demographic and social change for these Canadians between 1945 - 1980. d) Use specific information from the text.

Name: __________________________ from _______________________ (region or community)

I am _____________________________________________________ ( 2 special characteristics you have)

I wonder __________________________________________________ (something you are curious about)

I hear ______________________________________________________ (an imaginary or real sound)

I see______________________________________________________ (an imaginary or real sight)

I touch ______________________________________________________ (an imaginary or real touch)

I want ______________________________________________________ (an actual desire)

I am ______________________________________________________ (repeat first “I am” line)

I face ________________________________________________________ (a barrier or challenge you face)

I accept the power of ______________________________________________ (a force or factor that is beyond your influence)

I worry ______________________________________________________ (a worry that you have)

I seek the help of __________________________________________________(person or people who helps you)

I am inspired by _______________________________________________ (a person or people who inspires you)

I am ______________________________________________________ (repeat first “I am” line)

I understand _____________________________________________________ (something you know to be true)

I say ______________________________________________________ (something you believe in)

I dream _____________________________________________________ (something you actually dream about)

I try ______________________________________________________________ (something you really make an effort to do)

I am ______________________________________________________ (repeat first “I am” line)

RUBRICTIEvaluates the impact of changing a)social and economic conditions on Canada and Canadians and/or b) the demographic patterns of Canada and their impact

Not evident Rarely Some Good insightful

A demonstrates an ability to interpret and analyse information gathered from a variety of sources.

Not evident Rarely Some Good insightful

COMMENTS:

Post War Canada - An Identity Poem

Communities and Cooperation WW1!!Go to: bitstripsforschools.com Put in the code: code (per 2): HT2014 code (per3): HT201415 !Find your name, create a password. !Click on “Activity” !You will create a comic strip.!!You can make an avatar, but it’s focus must be historical. (max 10 minutes to do this)!!What Canadian groups or people disagreed during The Great War? Why? Was this tension resolved? Why or why not?!!Create a comic strip about an soldier or someone who would have information/feeling about the war.!!You must include at least 3 of the following: !

1. “Hero” v “villain”!2. What is their conflict?!3. What is each person/group’s motivation? What makes them believe what they do?!4. Is there a historic resolution to this issue? Why or why not?!!

Your comic must meet the following parameters:!a. Include at least 6 accurate FACTS about WW1 (such as specific names of cities, battles,

characters, weapons, dates etc)!b. Contain emotion!!

B2: Communities, Conflict and Cooperation

Feedback:

B2: describe tensions between two groups/people (TI) R

lacks tension some links to tensions

good description!!or attempts complexity

in depth!!Complex study

B2: links to The Great War R

limited reference to war

a couple/some references to the war

good references outstanding references to War

A1:Story line is easy to understand (C) R no story some of the plot

is clearclear plot development

thoughtful approach

Time management and on task behaviour (LS) R

needed some reminders to stay focused

sometimes on task

generally on task very focused

Assessing Student Work1. Read the activity to be assessed.

2. Identify what strands may have inspired this assessment.

3. Create an assessment to fit the criteria of the assignment and to evaluate student achievement of the Curricular expectation.

4. Anchor your assessment in at least 2 (up to 4) of the Achievement Categories and 2 Overall

Alphabet OrganizerFor each letter of the alphabet, select a word (or words) on the theme. !

THEME: reasons why one classroom/student/experience is different than another

PROJECT

DATE CLIENTTHE FUTURE YOUR STUDENT

THE QUESTION MATRIX

Exit Card

1. Define the difference between Assessment For, as, and of learning.

2. How do you feel about rubrics?

3. List any improvements or suggestions for today/last week’s activities.