28. #2 Assessment and evaluation strategies should be appropriate for the learning activities used, the purposes of instruction and the needs and experiences of students Assessment should be: • closely tied to expectations • closely tied to learning activities • consider students’ prior learning and needs • reflect student background
29. #3 Assessment and evaluation strategies should be communicated clearly to students and parents at the beginning and throughout the course/year Methods of Communicating include: • expectations based on tasks and assignments • teacher/parent/student conferences • report cards • Annual Education Plans • Individual Education Plans
30. #4 Assessment and evaluation should be fair to all students Fairness can be achieved by: • providing choice within the assignment (i.e. topics) • providing choice in the mode of response (i.e. oral report instead of written report) • negotiating timelines • making purpose and expectations of assignment clear to students
31. #5 Assessment and evaluation strategies should be varied in nature, administered over a period of time and designed to provide opportunities for students to demonstrate the full range of their learnings
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34. #6 Assessment and evaluation strategies must be based on the categories of the Achievement Chart Achievement Chart • Categories of skills and knowledge • Levels of achievement • Provincial standards
35. #7 Assessment and evaluation strategies should include samples of student work Samples of Student Work • Exemplars • Show student progress • Portfolios • Parent and student conferences
36. Principle #8 Assessment and evaluation strategies should give clear directions for improvement Directions for Improvement • Task specific rubrics • Criterion Referenced Marking Schemes • Task specific next steps • Report Cards - strengths, weakness, next steps
37. #9 Assessment and evaluation strategies must promote students’ ability to assess their own learning and to set specific goals Self-Assessment and Goal Setting • Report Card/Response Form • Annual Education Plan • Journals • Portfolios • Teacher/Parent/Student Conferences
38. #10 Assessment and evaluation strategies should accommodate the needs of exceptional students Individual Education Plan (IEP) • Students identified by an Identification, Placement, and Review Committee (IPRC) • Students receiving specialized programs but not identified by an IPRC
39. #11 Assessment and evaluation strategies should accommodate the needs of students who are learning the language of instruction Accommodations • Additional time • Oral tests • Simplify tasks • Specialized equipment • Extra support
82. Group Activity What skills do our students have difficulty with? Think - Individually answer the above question Pair - Share your list with a partner Share - Join with another pair and share your new list. In your group prioritize the list. Create your top 5 list. Write each thought/idea on a card. As a group rearrange the cards and discuss your reasons for doing this. Keep re-arranging the cards until your group comes to consensus.
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85. The above can be characterized as intelligent behaviour. Some students have these skills and others are lacking. Teachers can help all students to become better thinkers. Art Costa (1991 and 2000) concluded that intelligent behaviour can become a habit if students are given instruction and the chance to practice. Source: Costa, Arthur L. & Bena Kallick Habits of Mind - A Developmental Series . ASCD. Alexandria, Virginia. 2000
86. Characteristics of Good Thinking vs. Poor Thinking (Peel District School Board, 2001) -ignores evidence, no challenge - evidence, challenges Evidence -limited alternatives, impulsive -possibilities, alternatives, analyzes Possibilities -impulsive, no revision -discover goals, revisions Goals - ambiguous, impulsive, thinking won’t help -problem solving, critical, reflective, rational General Traits The Poor Thinker The Good Thinker Aspect
87. Critical Thinking Skills - What are they? Analyze for Assumption Analyze for Bias Making Analogy Visualizing Thinking Skills (Gini-Newman, L. Peel District School Board, 2001)
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91. How to use graphic organizers? • Use as an organizer prior to tasks such as research, writing, group work • Select organizers that are appropriate to the needs or students and course type • Can be used as an assessment tool • Inspiration - computer software application that allows us to develop ideas and organize thinking http://www.inspiration.com
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