Student Assessment and Evaluation by fEuwqv


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
How is the Achievement Chart
   for the subject used?

• A guide for consistent assessment and
• A guide for gathering assessment
• A guide for teachers to make consistent
  judgments about the quality of student
• A method for teachers to provide clear
  feedback to students & parents
    Using Achievement
• Teachers will plan assessment &
  evaluation for each category to
  ensure that all expectations are
• Teachers will plan a variety of
  assignments and evaluations to match
  the nature of the expectations
 Using Achievement charts
• 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
• 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
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
• What is the best way for students to
  demonstrate achievement of these
   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
• 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
      Why use rubrics
1. Provide a direct link between
   instruction & assessment of
2. Due to this link teachers are more
3. Students learn to set goals and
   strive to reach them
       Why use rubrics
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
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
    How to construct a
1. Look at models & identify the
   characteristics of a good rubric
2. Go to
3. Look at some samples
    How to construct a
4. List criteria ( each criterion is a key
  attribute of the skill or knowledge
  being assessed)
5. Go to http://teachers.teach-
6. Answer the questions on the next
    How to construct a
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
    How to construct a
7. Articulate the descriptors for each
8. Go to
9. Answer the questions on the next
       How to construct a
A.   Do the descriptors clearly differentiate between the
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
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
 Instructions for Planner
• Firstly, you need to have the unit you want
  to modify or cut and paste from in your

• 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 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

• 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.

To top