The Difference Between Assessment and Evaluation Assessment is

The Difference Between Assessment and Evaluation Assessment is the systematic and ongoing process of collecting, describing, and analyzing information about student progress and achievement in relation to curriculum expectations and the achievement chart. The primary purpose of assessment is to improve student learning by providing the information needed to direct the modification and refinement of programs to better meet student needs. Evaluation is the process of integrating and synthesizing summative assessment information from various sources and using this information: • to make inferences and judgments about how well students have achieved the curriculum expectations; and • to determine the worth and to place a value (a letter or percentage grade) on a student’s achievement of the expectation in relation to the achievement chart provided in the Ontario Curriculum for each subject discipline.

Assessment for Learning – Rick Stiggins • Using the IPODs, listen to Rick Stiggins explain the difference between Assessment of Learning and Assessment for Learning

Things to Consider • Where are you as a group in your understanding of assessment for learning? • What implications does thinking have on your work back at school?

RICK STIGGINS 7 ASSESSMENT FOR LEARNING Where Am I Going? • Curriculum Expectations (based on student data) • Deconstructed Curriculum Expectations • Students are given learning targets in student-friendly language • Students are shown samples and models of strong and weak work • Students are involved in setting and using criteria Where Am I Now? Offer descriptive feedback in relation to the target Teach students to self assess and set goals How Can I Close The Gap? Design lessons Teach students to focus on focused one aspect of revision quality at a time (based on assessment data) Engage students in Selfreflection, and let them keep track of their learning

Stages of Design Down Planning Identify Big Ideas, cluster expectations, Create Essential questions Create Assessments for Gathering Data from a range of sources Conversations Observations Products Design and implement lesson plans or a learning plan that connects to the Big Ideas Based on the work of Wiggins & Mc. Tighe, 2005 5

Big Ideas • Big Ideas go beyond discrete facts or skills to focus on larger concepts, principles or processes or thinking that are at the core of a field of study. 6

Planning with the End in Mind Evaluation What do I want them to learn? How will I know they have learned it? How will I design the learning so that all will learn? How will students demonstrate their knowledge and skills when they have finished learning? What evidence will be produced? • Products • Observations • Conversations 7 Adapted from the Ministry of Education, Ontario

Planning with the End in Mind What do I want them to learn? How will I know they are learning it? How will I design the learning so that all will learn? Adapted from the Ministry of Education, Ontario Assessment How will students demonstrate their knowledge and skills while they are learning? How will we monitor their progress? Exit cards, journal entries, observation, conversations, … How will I plan with DI in mind? What instructional strategies are appropriate for the learners in my class? 8

Desired knowledge and skills Scaffolding Learning goal Assessment Learning goal Instruction Current knowledge and skills 9

Who is my contact consultant? Colin Harris • Bogart Public School • Silver Stream Public School • Parkland Public School Susan Dickson • Kettleby Public School • Park Avenue Public School • Morning Glory Public School Barbara Klerer-Goldenberg • German Mills Public School • Joseph A. Gibson Public School • Aurora Senior Public School Kevin Merkley • Bakersfield Public School • Donald Cousens Public School • Summitview Public School

Ticket out the door Question I still have… Something that was pointed out to me… Additional supports to help further refine my understanding of DI…