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The Difference Between Assessment and Evaluation
AssessmentAssessment 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.
EvaluationEvaluation 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 toRick Stiggins explainthe difference betweenAssessment of Learningand Assessment for Learning
Things to Consider
• Where are you as a group in your understanding of assessment for learning?
• What implications does this thinking have on your work back at school?
Where Am I Going? Where Am I Now?
How Can I Close The Gap?
• 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
Offer descriptive feedback in relation to the target
Teach students to self assess and set goals
Design lessons to focus on one aspect of quality at a time (based on assessment data)
Teach students focused revision
Engage students in Self-reflection, and let them keep track of their learning
RICK STIGGINS 7 RICK STIGGINS 7 ASSESSMENT FOR LEARNINGASSESSMENT FOR LEARNING
Stages of Design Down Planning
5Based on the work of Wiggins & McTighe, 2005
Design and implement lesson plans or a learning plan that connects to the Big Ideas
Identify Big Ideas, cluster expectations, Create Essential questions
Create Assessments for Gathering Data from a range of sources
Conversations Observations
Products
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.
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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?
Planning with the End in Mind
Evaluation
How will students demonstrate their knowledge and skills when they have finished learning?
What evidence will be produced?
• Products
• Observations
• Conversations
Adapted from the Ministry of Education, Ontario
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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?
Planning with the End in Mind
AssessmentHow 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?
Adapted from the Ministry of Education, Ontario
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Scaff
oldi
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Learning goal
Learning goal
Learning goal
Learning goal
Instruction
Assessment
Current knowledge and skills
Desired knowledge and skills
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…
