Lef information sessions

Using Learning and Evaluation Files

in IP Classrooms: Roles of Teachers and

Students

February 18, 2013Integrative Project Program

MELS Information Session

Session #1:

Roles of Teachers and Students

At the end of this session, participants will understand the pedagogical intention of LEFs,

and the roles played by teachers and students in implementing - and maximizing the benefits of -

Learning and Evaluation Files.

GOAL:

Current evaluation practices: contributions from participants

Evaluation for and of learning What are some well known classroom evaluation practices?

Portfolios

Work portfolio: All drafts collected, without selection criteria;

Learning portfolio: Proof of progress for each major stage of project or end-of-term;

Portfolio of presentations: Finished products illustrating highest level of achievement attained for each stage of project;

Digital portfolio: Integration of technology permitting continuous, collaborative interactions;

Learning and Evaluation File: Combines all of the above.


Benefits of portfolioWhat do you think are some of the benefits of using LEFs?

Benefits of LEFs (Portfolios)

Integrates the Learning and Evaluation Process

Builds autonomy

Develops reflexive practices

Encourages self-assessment

Requires self-monitoring

Improves work methods

Structures IP program

Teachers need to know…

Benefits of students taking responsibility for monitoring and assessing their own learning and evaluation process.

Challenges associated with students taking responsibility for monitoring and assessing their own learning and evaluation process.

Pedagogical models, strategies, and practices to help students build responsibility, autonomy, and appropriate attitudes.

Roles of Teachers

Interpret official requirements;

Clarify expectations and communicate clearly;

Understand process of monitoring, self-assessment and adjustment;

Create and model reflexive environment;

Acknowledge diverse learning and motivation styles;

Support competency development.

Using a Learning and Evaluation File:

Teacher’s Guide MELS official frameworkPlanningSelection of evidenceCommunicationReflectionResourcesRecording toolsValidation

MELS Official Framework

QEP – 3 aims: identity, worldview, empowerment

Policy on Evaluation of Learning

Integrative Project Program

Basic school regulation

Framework for the Evaluation of Learning

Dates and % for Term Report Cards

Planning for evaluation of competency development Three report card periods for evaluation OF learning.

On-going feedback for evaluation FOR learning.

Students working on one project for entire school year = evolving requirements for same elements as year progresses (i.e. project plan).

Communicate above to students through examples of observable elements that evolve.

Selection of Evidence: Roles of Students

Identify evidence of learning that is

relevant, sufficient, and representative;

Determine what and when to select evidence of learning –

reflexive practices;

Develop attitudes associated with autonomy and

responsibility;

Use effective communication strategies to justify and explain evidence selected;

Become self-reflective learners who monitor, assess, and adjust learning and evaluation processes.

GOAL: Co-construct criteria for selecting evidence of learning. Before introducing Learning and Evaluation Files (LEFs) inIP classrooms, students must understand the important role they play in the implementation and use of LEFs, and in the overall evaluation of their own learning. Students will use co-constructed criteria to select evidence of learning throughout the school year.

Checklists:

Co-constructing Selection Criteria

ACTIVITY to be done with IP students:

Communication: Roles of Teachers

Communications concerning

informal evaluations (for learning)

formal evaluations (of learning)

Reflection

Important role in selection of evidence of learning and competency development.

Reflexive classrooms: regular use of reflection questions and planned moments of reflection.

Priority given to development of students’ meta-cognitive strategies.

ResourcesPlanning Tool

Possible Uses: to add, change, adapt observable elements; to plan course and adjust teaching; to illustrate competency development to students.

ResourcesEvaluation Rubric

Possible Uses: to verify observations (formative assessments) and competency development (summative evaluations).

ResourcesGraphic Organizers

Possible Uses: to address specific challenges; to collect evidence of learning; to organize students’ ideas.

ResourcesReflection Questions

Possible Uses: to address specific challenges; to help develop meta-cognitive strategies; to stimulate discussion.

ResourcesChecklists

Possible Uses: to clarify evaluation criteria; to identify observable elements; to create shared expectations.

ResourcesBlogs

Possible Uses: school board portal; Web site just for LEFs; IP virtual classroom; blogs or other resources selected by teacher.

Recording Tools: Paper and/or virtual

Self-assessment (journal entries, blog publications);

Co-evaluation with classmates (reflection questions or graphic organizers);

Feedback from teacher and peers (round table discussions);

Selecting evidence of learning (interpretation, analysis, justification);

Observations (notes, journal entries, blog publications);

Interviews (notes, checklists);

Blog entries (feedback, comments, interactions, reinvestment).

Virtual classroomsVirtual extension of IP classroom.

Classroom blog animated by the teacher.

Blogs for students.

Available any time, from any Internet connection. Available for teachers and students.

Place for students to store evidence

of learning. Place for teachers

to assess, offer feedback on evidence of

learning.

Validation

Effectiveness of LEFs – indicators for assessing, monitoring, and regulating implementation of LEFs in classrooms:

Pedagogical understanding (teacher and student);

Involvement (teacher and student);

Use of accompanying resources (teacher and student);

Winning practices (teacher and student);

Development of autonomy and responsibility (student);

Community of practice (teacher).

What will you change for next year? What resources are you lacking? Do you have the accompaniment you need(consultant, mentor, MELS, colleagues, etc.)?


Community of practice:

What will you change for next year? What resources are you lacking? Do you have the accompaniment you need(consultant, mentor, MELS, colleagues, etc.)?


Invitation to Community of practice:

Participate in building our

evaluation expertise:

Invitation to share

current evaluation

practices

Using Learning and Evaluation Files

in IP Classrooms: Roles of Teachers and

Students

February 18, 2013Integrative Project Program

MELS Information Session

Education

Lef information sessions