EDUC 5013- Research and Assessment Final Thoughts. By: Christine Bere

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EDUC 5013- Research and Assessment Final Thoughts. By: Christine Bere by Mind Map: EDUC 5013- Research and Assessment Final Thoughts. By: Christine Bere

1. Why Do We Assess?

1.1. To help students know where to take their planning.

1.1.1. Date

1.1.2. Time

1.1.3. Place

1.2. To inform next steps for both teachers and students.

1.2.1. Review a concept.

1.2.2. Ready for new concepts.

1.3. Evaluate their learning for more effective instruction.

1.3.1. Multiple choice

1.3.2. Essay

1.3.3. Calculations

1.3.4. Open-ended questions

1.3.5. Close-ended questions

1.4. To help students learn!!!

1.5. To formulate learning objectives.

1.6. Grading and emphasis

1.7. Foster critical thinking and self-assessment.

1.8. To create specific learning goals.

2. How Do We Assess?

2.1. Growing Success Document

2.1.1. Ministry of Education. (2010). Growing success-assessment, evaluation, and reporting in Ontario schools. Ontario Ministry of Education.

2.1.1.1. Assessment Of Learning

2.1.1.1.1. Students level of achievement based on curriculum standards/success criteria.

2.1.1.2. Assessment As Learning

2.1.1.2.1. Establish where students are in their learning.

2.1.1.2.2. Peer/ self evaluations

2.1.1.2.3. Monitoring student understanding/progress

2.1.1.3. Assessment For Learning

2.1.1.3.1. "I see formative assessment as an ongoing exchange between a teacher and his or her students designed to help students grow as vigorously as possible and to help teachers contribute to that growth as fully as possible" (Tomlinson, 2014).

2.1.1.3.2. "Formative assessment is a means to design instruction that's a better fit for student needs, not an end in itself" (Tomlinson, 2014).

2.1.1.3.3. To determine next steps.

2.1.1.3.4. To provide descriptive feedback - what was done well, areas to improve, next steps, extended thinking.

2.2. Achievement Charts

2.2.1. Help plan instruction going forward.

2.2.2. Consistent and meaningful feedback.

2.2.3. Specific Qualifiers (some, considerably, most, all, high degree, thoroughly)

2.2.4. Covers curriculum expectations.

2.2.5. Establishes categories for student learning.

2.2.6. Categories

2.2.6.1. Application

2.2.6.2. Communication

2.2.6.3. Thinking

2.2.6.4. Knowledge and Understanding

2.3. Learning For All

2.3.1. Ontario Ministry of Education. (2013b). Learning for all - a guide to effective assessment and instruction for all students, Kindergarten to Grade 12. Ontario Ministry of Education.

3. What Tools Can We Use To Assess?

3.1. Home - etfoassessment.ca

3.1.1. Data Collection Systems

3.1.1.1. Running Records

3.1.1.2. DRA

3.1.1.3. "Teacher Kit' App.

3.1.1.4. Collected over time, finding patterns. Not a one time record.

3.1.1.5. OSR

3.1.1.6. Phonetic Awareness Tests

3.1.1.7. Behaviour Records

3.1.1.8. Tests

3.1.1.9. Report Cards

3.1.1.10. Observations

3.1.1.11. Prime

3.1.2. Feedback Forms

3.1.2.1. Helps students reflect on their learning practice self-assessment.

3.1.2.2. Helps teachers to clarify what areas need improvement.

3.1.3. Checklists

3.1.3.1. Determines if instruction needs to be tailed and helps teacher understand what further instruction is needed.

3.1.3.2. Quick notes can be made in addition to ability checks "can or can't complete".

3.1.3.3. States specific success criteria and determines with "checks" if the criteria has been met through task.

3.1.3.4. Can act as visual diary when reflecting to write reports.

3.1.4. Anecdotal Notes

3.1.4.1. Can use peer assessments to consolidate anecdotal notes.

3.1.4.2. If they got 2/50 on a math test but got base ten blocks to help them, we can record that to help formulate a next step.

3.1.5. Rubrics

3.1.5.1. Holistic, Analytic, Single-Point Rubrics

3.1.5.1.1. Single-Point Rubric

3.1.5.2. Clearly outlines expectations, success criteria.

3.1.5.3. “Rubrics should not restrict the format or the method. By using various examples or “anchors” it is also possible to show that there are many ways to approach the same task” (Jonsson et al., 2007, p.140).

3.1.6. Peer/Self Assessment

3.1.6.1. Students learn how to give constructive feedback.

3.1.6.2. Basis for teachers to create a supportive learning environment.

3.1.6.3. “Pupils act as critical friends, critiquing the work of others in a way that both supports and challenges them and facilitates their future success.” (NFER, 2012)

4. How Do We Give Effective Feedback?

4.1. Moving from Feedback to Feedforward | Cult of Pedagogy

4.1.1. Constantly observe, ask input from students, walk among students as they work, look for clues about their learning progress.

4.1.1.1. Find ways for students to improve while they work, rather than only when they have completed work.

4.1.2. Make it particular.

4.1.3. Don't put the mark- put the feedback.

4.1.3.1. Don't give bonus marks. Students who already answered everything are the ones who are getting the bonus too.

4.1.4. Make students feel as they have an opportunity for growth.

4.1.5. Students do not need useful comments like "good job" they need useful feedback and next steps.

4.2. The Bridge Between Today's Lesson and Tomorrow's - Educational Leadership

4.2.1. Help students understand the role of formative assessment.

4.2.2. Help students understand what is most important to know, understand and be able to do from each segment of learning.

4.2.3. Make room for student differences.

4.2.4. Provide instructive feedback, do not grade formative assessments, use them to make useful comments.

4.2.4.1. Make feedback user-friendly.

4.2.4.1.1. Don't mark with red!

4.2.5. Look for patterns.

4.2.6. Use formative assessments to plan instruction based on student needs.

5. Assessment In Kindergarten

5.1. Less based on what they are coming into school with but building up.

5.2. Assessment is different because it is based on the overall expectations and the frames.

5.2.1. Belonging & Contributing

5.2.2. Self-Regulation & Well-Being

5.2.3. Demonstrating Literacy and Math

5.2.4. Problem Solving & Innovating

5.3. Initial observation report and potential concerns.

5.4. Emphasizes the need for teachers to build relationships and know their students well enough to observe based on the frames rather than product based knowledge.

5.5. Photos to document progress.