Transcript Growing Success

ASSESSMENT, EVALUATION, AND
REPORTING IN ONTARIO SCHOOLS
GRADES 1-12
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To understand the purpose behind this new
document
To develop school wide and common assessment
criteria for the new Learning Skills
To examine the new Progress Report and Report
Card
To establish timelines for the 2010-2011 school
year
To reflect on assessment practises
To develop a common understanding of
guidelines in the document and to discuss board
policies
Q and A
Search the document for answers to the following questions:
1.
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5.
Name 2 of the Fundamental Principles behind this
document.
What are the 6 new Learning Skill Categories?
Define CRITERION REFERENCED ASSESSMENT as
described in Chapter 3.
65% is equivalent to what Achievement Level on a Grade
7 Report Card?
The Elementary Progress Report must be sent home
during which dates?
Search the document for answers to the following
questions:
1.
Name 2 of the Fundamental Principles behind this
document. Page 6
2.
What are the 6 new Learning Skill Categories? Page
11
3.
Define CRITERION REFERENCED ASSESSMENT as
described in Chapter 3. Page 19
4.
57% is equivalent to what Achievement Level on a
Grade 7 Report Card? Page 40
5.
The Elementary Progress Report must be sent home
during which dates? Page 53
1. To update, clarify, coordinate and
consolidate the various aspects of the
assessment policy in Ontario
2. To ensure that Assessment Policy is
consistent and well aligned across panels
and across school boards
In your small group, using the template:
•Paraphrase your Principle in 3-6 words
•Brainstorm examples and indicators of
the described practise
•Be prepared to share with large group
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Using the template provided:
 Paraphrase
 Brainstorm
your Principle
examples and
indicators of this Principle
Learning Skills Page 10 -13
“Clearly, there is broad agreement among educators
from various constituencies that learning skills and work
habits like those described here for Grades 1 to 12
contribute substantially to student success. It is expected
that teachers will work with students and their parents to
ensure that they understand these learning skills and
work habits and their importance. Students benefit when
teachers discuss and model these skills, and when
teachers and parents work with students to help them
develop these skills. Students also benefit when teachers
work with them to explain how these skills will be
assessed and evaluated.” Page 13 – Growing Success
OLD LEARNING SKILLS
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Independent Work
Initiative
Homework Completion
Use of Information
Conflict Resolution
Cooperation with
Others
Participation
Problem Solving
Goal Setting
NEW LEARNING SKILLS
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Responsibility
Organization
Independent Work
Collaboration
Initiative
Self Regulation
Create
Anchor
Statements
45 minutes
Define
Teaching
Strategies
Define
Methods of
Assessment
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Page 98 – Grade 1 – 6 Progress Report
Page 110 – Grade 7-8 Progress Report
Page 102 – Grade 1 – 6 Report Card
Page 114 – Grade 7-8 Report Card
With a partner, take 10 minutes to examine the
new templates and compare them to the
existing Report Cards – find differences and
similarities
Subject
Guidelines (page 57 – 59)
Math
-4 of 5 strands each term
-each strand at least once each year
Language
-all 4 strands each term
French
-all 4 strands each term
Science
-indicate reported strands-3 of
Arts
-3 of 4 strands each term
Social Studies
-same as scheince
History/Geography
Health and Phys.
Ed.
-health and phys ed each term
November 12 – PROGRESS
REPORT
 February 18 – REPORT CARD 1
 June 28 – REPORT CARD 2
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Meet the Teacher Night – Sept. 22
FOR Learning
AS Learning
and OF Learning
Page 27 - 46
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Rooted in Specific Curriculum Expectations
Balance of 4 Categories of Achievement
Planned seamlessly with Instruction
Common understanding of success criteria
and learning goals (parent/student/teacher|)
Used to monitor student progress and to
determine next steps
Includes timely and descriptive feedback
Includes peer and self evaluation
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Evaluation of student achievement, often at
the end of a learning period
Based on Overall Curriculum Expectations
Collected from OBSEVATIONS,
CONVERSATIONS, and STUDENT PRODUCT
Determined only by the teacher
Carried out under teacher supervision
Refer to Chart
on Page 31
In your small group, provide a brief description and
understanding of your topic:
 Late and Missed Assignment Guidelines – p. 43-46
 The meaning and use of ‘R’ and ‘I’ on an assignment –
p. 41-43
 Self Assessment/Peer Assessment and Individual
Goal Setting – p. 35
 Reporting Schedules – p. 53
 Accommodations/Modifications/Alternative
Programs – p. 72-73
 Teacher/Student/Parent Comments of Report Cards –
p. 63-66
 Performance Standards – p. 16-19