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Student Assessment and Evaluation Key Concept • For OSS courses, the provincial Program Planning and Assessment policy document is the authority for school policy. Why are students assessed and evaluated? • Under OSS, the primary purpose of assessment and evaluation is to improve student learning. • Assessment & evaluation are to be based on expectations (content standards); achievement levels (performance standards): assessment principles (policy document). How is the Achievement Chart for the subject used? • A guide for consistent assessment and evaluation. • A guide for gathering assessment information • A guide for teachers to make consistent judgments about the quality of student work • A method for teachers to provide clear feedback to students & parents Using Achievement charts • Teachers will plan assessment & evaluation for each category to ensure that all expectations are addressed • Teachers will plan a variety of assignments and evaluations to match the nature of the expectations Using Achievement charts continued • Teachers will balance assessment and evaluation to encompass all 4 categories (TACK) • Achievement charts ensure that students have opportunities to perform at all levels on a performance task Using Achievement charts continued • Achievement chart may be used as a basis for task specific rubrics • Charts may be used with students to illustrate overall characteristics of student work • Provide discussion of areas for improvement Connecting Expectations to the Achievement Chart • Consider each of the overall and specific expectations for the unit • What does the expectation mean • What verb is used • Does the expectation address one or all of TACK Connecting Expectations to Assessment Methods • What will this knowledge and these skills look like in my classroom? • What evidence will I accept that will indicate student achievement of these learning's • What is the best way for students to demonstrate achievement of these learning's Assessment Methods 1. Paper & pencil – tests, exams 2. Performance tasks – products, projects, experiments, essays, presentations, performances, etc 3. Personal communication – logs, interviews, conferencing, journals, Characteristics of Performance Tasks 1. Students perform, create or demonstrate some significant skills or knowledge 2. Students are engaged in meaningful tasks 3. There are clear performance criteria 4. Tasks are carefully crafted to measure what has been laid out 5. Students have some choice in selecting or shaping the tasks Rubrics • Are one method of assessing performance tasks • Are a scoring guide for different types of student performance tasks • Allow students to demonstrate their mastery of high level skills with a real world meaning Features of a rubric 1. Evaluative criteria: used to distinguish acceptable from unacceptable responses. Criteria can be given equal weight or weighted differently. Typical examples of criteria include – organization, content, neatness, creativity, style Features of a rubric 2. Quality descriptors: describe ways in which differences of quality of student tasks are judged. There must be a separate description for each level Features of a rubric 3. Scoring strategy: Can either be holistic (takes all evaluative criteria into account and produces an overall judgment) or analytic ( involves criterion by criterion scores that may be used to produce an overall score. Why use rubrics 1. Provide a direct link between instruction & assessment of students 2. Due to this link teachers are more effective 3. Students learn to set goals and strive to reach them Why use rubrics continued 4. As students work to develop rubrics they take ownership in their learning 5. By explaining exemplary learning students can focus upon successful outcomes 6. Criteria for excellence becomes a benchmark for students Why use rubrics continued 7. Identify and clarify specific performance expectations & provide attainment goals 8. Reduce the amount of time teachers spend evaluating student work 9. Allow teachers to accommodate students with special needs at both ends of the spectrum How to construct a Rubric 1. Look at models & identify the characteristics of a good rubric 2. Go to http://www.odyssey.on.ca/~elaine.c oxon/rubrics.htm 3. Look at some samples How to construct a Rubric 4. List criteria ( each criterion is a key attribute of the skill or knowledge being assessed) 5. Go to http://teachers.teach- nology.com/web_tools/rubrics/ 6. Answer the questions on the next slide How to construct a Rubric A. Are the criteria clear? B. Do the criteria reflect the key expectations and the task? C. Is the number of criteria manageable for students ( 3 – 5)? D. Does each criterion connect to 1 Achievement chart category E. Do the criteria reflect the key expectation How to construct a Rubric 7. Articulate the descriptors for each level 8. Go to http://rubistar.4teachers.org/ 9. Answer the questions on the next slide How to construct a Rubric A. Do the descriptors clearly differentiate between the levels? B. Do the descriptors progress from levels 1 to 4? C. Do the descriptors guide the student and show them what is necessary to do better? D. Is each descriptor unitary? E. Are the descriptors aligned with the achievement chart levels? F. Given the nature of the criterion are the descriptors appropriately indicative of quality or quantity? Construct a rubric 1. Go to the curriculum planner 2. Find a rubric that you could use 3. Cut and paste the rubric on to a single sheet and briefly evaluate it’s strengths & weaknesses 4. Send your rubric and evaluation to email@example.com Instructions for Planner • Firstly, you need to have the unit you want to modify or cut and paste from in your LIBRARY. • Go to Library and choose WEB Index tab. • Then choose UPDATE web Index (you need to be online for this to occur). Instructions continued • Once your updated file has gone through the steps...you should have a listing (only 1-8 units remember...nothing for 9-12 yet). You click on the grade in the box at the top right and scroll through units. Make sure you have the toggle button on U for units and not P for profiles. and E for Elementary and not S for secondary. • Find a unit you want to edit. • Click on it once. Instructions continued • Read over info to see if indeed this is good. • Then click on the WORLD icon to download it from the Internet. • Then wait. Do this at school where things are faster. Instructions continued • Then it is going to say - "Do you want to open this file for modification? (or cutting/pasting)...and you say YES. • It opens (under the A button automatically) and you can go through the tabs and look at stuff.
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