EDUC 5013Q Mindmap

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Level 3 Statistics

luonut Laura leman

CJUS 381 Concept Map

luonut Christopher Rhoades

用户反馈系统-功能需求框图

luonut Chenglu Yuan

Elements of the language curriculum design process

luonut Diana Ordoñez

Floating topic

Fairness in assessment and evaluation is grounded in the belief that all students should be able to demonstrate their learning regardless of their socio-economic status, ethnicity, gender, geographic location, learning style, and/or need for special services (Volante, p. 34).

Assessment AS learning (Formative)

Assessment as learning focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.” (Western and Northern Canadian Protocol, p. 42)

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Assessment FOR learning (Diagnostic)

Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.” (Assessment Reform Group, 2002, p. 2)

Occurs before instruction begins so teachers can determine students’ readiness to learn new knowledge and skills, as well as obtain information about their interests and learning preferences. (OME, 2016, p. 31)

Criterion-referenced Vs. Norm-referenced

The goal of using a criterion-based approach is to make the assessment and evaluation of student achievement as fair, reliable, and transparent as possible” (OME, 2016, p. 19)

Level 4: Achievement that surpasses the provincial standard. Demonstrates with a high degree of effectiveness.

Level 3: Provincial standard of achievement. Demonstrates with considerable effectiveness

Level 2: achievement that approaches the provincial standard. Demonstrates with some effectiveness

Level 1: achievement that falls below the provincial standard. Demonstrates with limited effectiveness

Levels of Achievement

Communication

The conveying of meaning through various forms (OME, 2010, p.17)

Application

Require students to get the necessary information

The use of knowledge and skills to make connections within and between various contexts (OME, 2010, p.17)

"Fit" it to the problem

Require students to select the appropriate "tool"

Computation

Model

Representation

Thinking

Require students to select more than one tool and sequence them

There may be more than one way to answer these questions

Require students to use reasoning to determine the solution

The use of critical and creative thinking skills and/or processes (OME, 2010, p.17)

Knowledge & Understanding

Subject-specific content (knowledge)

comprehension of its meaning and significance (understanding)

Assess basic knowledge or understanding of concepts

Establish categories and criteria with which to assess and evaluate students' learning.

Basis for consistent and meaningful feedback to students

Helps teacher plan instruction for learning

Helps guide the development of high-quality assessment tasks and tools

Common framework: all curriculum expectations for all subjects and grades

Single-Point Rubric

Achievement Chart (OME, 2010, p.16)

Assess students based on the expectations from the grade that their IEP indicates.

Modifications for students on an IEP

Base grades on a bell curve

Base grades on unclear targets

Give extra credit or bonus marks

Apply late marks/grade penalties

Use ALL accumulated evidence to create a grade.

Scaffolding

Pertinent Feedback

Success Criteria

Give zeros: this will likely hurt the students' motivation.

Give marks for homework or practice: they're still getting there.

Grading DON'Ts

Evaluation is important but so is the process of student achievement. Students should not be made to feel that a grade defines them.

It's a good indicator of teacher instruction effectiveness and if further instruction is needed.

To get a sense of student learning and achievement of learning goals

Why Do We Assess?

The way we view our students is critical to assessment. We must be advocates for them and want them to succeed. [Feedforward, D.I., Choice board, elimination of bonus marks, making expectations clear]

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Week 6

Week 5

Week 4

Week 3

Week 2

Learning Goals

Week 1

Research and Assessment