Transcript No Slide Title

Assessment, Evaluation and
Reporting for Secondary School
Students
Bonnie Brough and Jenny Perry
Friday, May 19, 2006
The primary purpose of
assessment and evaluation
is to improve
student learning
Knowing Our Student Population
30% of students do not graduate after five years
33% of students go to university
19 % of students go to college
18% of students go directly to work
42% of students in applied programs get all of their
9/10 credits
29% of students in essential programs get 16 credits
by age 16
Some of the Pieces
ASSESSMENT
EVALUATION
REPORTING
gathering data and providing feedback
for improvement of achievement
process of judging quality of
achievement against given standards
and assigning a representative score to
it
communicating achievement
Actual Research Proves . . .

Checking progress, diagnosing problems and
prescribing solutions for students are
ESSENTIAL to student learning (Bloom
1981)
 “You can’t nourish a baby by weighing it all
the time.”
 “You can’t grow a plant by checking the
roots every day.”
How is A & E Changing?
PAST
 Norm-referenced
grading
 Averaging all marks
together
 Marking everything
 Teacher alone does
“A & E”
 Learning skills
included in % grade
PRESENT
 Criterion-referenced
grading
 Most consistent, more
recent evidence
 Less marking, more
feedback
 Balance of teacher
/self/peer assessment
 Evaluating learning
skills separately
Past
Assess
Evaluate
Present
Assess
Evaluate
To assist students in reaching their full potential
we must design curriculum which seamlessly
weaves together effective instruction, rich
feedback, opportunities for practice and
revision, and allows for risk taking.
Garfield Gini-Newman
What’s the BIG Deal About Assessment?
It’s a BIG deal because…………..
• Learning is an active process
• Learning is not linear
• Learners are multi-talented
• All students can think and solve problems
• There is a variety in learning styles, attention spans and
intelligences
Possible Authentic Rich Tasks
• Create a brochure
* Produce a diorama
• Write a movie review
* Produce a news cast
• Create a collage
* Produce a live
reading/play
• Write a children’s story
• Create a board game
• Make a poster
* Write a poem/short
story
Four Elements of Student Engagement
1. Engagement through assessment
2. Engagement through inquiry
3. Engagement through instruction
4. Engagement through social and emotional
security
Engagement Through Social/Emotional
Security
“No Matter how excited you are about adding positives
to the environment, first work to eliminate the
negatives. Excess stress and threat in the school
environment may be the single greatest contributor to
impaired academic learning.”
Eric Jensen
More Ways to “Engage” Students…Integrating
“Emotional Hooks” into Your Teaching
•
Honour multiple intelligences
•
Have students solve problems which relate to life outside
the classroom
•
Use film/music/props/tell stories/ go on a field trip
•
Allow students to demonstrate their learning in ways that
draw on their talents
•
Make effective use of cooperative learning
•
Encourage classroom talk to develop oral communication
Brain Research
Attention/Motivation
To maximize learning:
• Physical needs
• Novelty
• Challenge/Mystery
• Self-made (percieved) choice
• Success
Guide to the
Provincial Report Card

Evaluation of learning skills must not be
included in the determination of
percentage grades, which reflect only the
student’s achievement of the curriculum
expectations


(Report Card Guide, p. 5)
Assessment and evaluation of learning
skills is distinct from and should not
influence the determination of percentage
grades

(Report Card Guide, p. 10)
Ministry Policy Documents
www.edu.gov.on.ca

Ontario Secondary Schools Grades 9 to12
 Program

and Diploma Requirements
Program Planning and Assessment Booklet
(PPA)
 Assessment,

Evaluation, and Reporting
Guide to the Provincial Report Card
 Learning
Skills
 Reporting % grades

Subject Curriculum Documents
 Curriculum
Expectations
Program Planning and
Assessment



The percentage grade represents the quality of the student’s
overall achievement of the expectations and reflects the
corresponding level of achievement as described in the
achievement chart
70% comes from evaluations throughout the course that
should reflect the student’s most consistent level of
achievement throughout the course, although special
consideration should be given to more recent evidence of
achievement.
30% comes from summative evaluation(s) administered near
the end of the course (PPA, p. 15)
Teach the Expectations
Evaluate the Performance
(not all expectations
are created equally)
Key Questions:
What is ...?
Worth being
familiar with
Important to
Know and Do
“Enduring”
Understanding
Knowledge/Understanding
Thinking/Inquiry
Achievement Chart Framework
• Four categories of knowledge and skill
• Four levels of achievement
• Level 3 – Provincial Standard
• Level 4 is not above grade level
• Some students may not be performing at Level 1 in all or
some areas
• The chart addresses achievement, not non-achievement
Communication
Application/Making Connections
Achievement Chart
Categories
50 - 59%
Level 1
60 - 69%
Level 2
70 - 79%
Level 3
80 -100%
Level 4
-
-
-
-
-
-
-
-
Knowledge/ Understanding
-
Defines
the
categor
y for
this
subject
Thinking/Inquiry
Communication
-
-
-
-
-
-
-
-
-
-
Application/
Making Connections
-
-
-
-
-
Identifies the level of achievement
Why the Achievement Chart Matters!!
1. Properly used, it provides the framework for
planning assessments and curriculum
2. Planning assessments around the Achievement
chart helps ensure clear targets and that teachers
do not confuse targets with methods
Guide to the
Provincial Report Card

Evaluation of learning skills must not be
included in the determination of
percentage grades, which reflect only the
student’s achievement of the curriculum
expectations


(Report Card Guide, p. 5)
Assessment and evaluation of learning
skills is distinct from and should not
influence the determination of percentage
grades

(Report Card Guide, p. 10)
Calculating the Final Report Card Mark
70% : based on evaluations
conducted throughout course
+ 30%: end of year
summative evaluations
100%: Final mark
“Students don’t necessarily
remember all the things you
teach them, but they
remember how you made
them feel.”