Week 7 - Drilling Down in Assessment

1. Consider what you have observed in your classrooms and schools within the context of the readings/videos. In class we have minds on (diagnose assessment), group discussion in small table for different activities, weekly async, self assessment in the middle of the semester, rich task in big and small class (formative assessment, 70 percent of final grade), long range plan, unit plan, lesson plan, summary my vision of teaching and learning (summative assessment 30 percent of final grade) everything is continuous on going process for each cycle. While maintaining professionalism (and privacy), how have this week’s readings/modules clarified or reinforced questions or understandings regarding the topics addressed this week? Instruction and assessment integration: 1. Students need to know learning goal and success criteria, 2 co-op with students what success criteria looks like 3. Identify criteria when planning lesson with rich task Assessment: make sure students align learning goal and success criteria, select strategies and experiences that produce evidence, use appropriate data that support data collection and self assessment. Assessment for learning including Diagnostic for prior knowledge and formative (ongoing process).

2. How might you incorporate concepts from the readings/modules into your LRP? • Use Achievement chart to guide the development of high-quality assessment tasks and tools (including rubrics); Ontario.http://www.edugains.ca/newsite/aer/aboutassessment.html>>Performance Standards: The Achievement Chart In all subjects and courses, students should be given numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations (content standards) across all four categories of knowledge and skills. Teachers will ensure that student learning is assessed and evaluated in a balanced manner with respect to the four categories) Then go to the following Frequently Asked Questions: http://www.edugains.ca/newsite/aer/faqced.html . As you work through the FAQs,Consider how you might apply some of this information in your LRP assignment please read the following: Elementary Report Card (Grades 1 – 8):elementary Progress Report Card between October 20 and November 20 of the school year, ICT (computer knowledge skill) and financial literacy are to be integrated into other mandated curriculum at the elementary level. Computer-based learning or the studies of computers or financial literacy are not meant to be positioned as a “Subject”. Grades 1, 2, 3 Core French is a local decision. If a board makes a decision to only assess and report on the listening and speaking strands in Grades 1, 2, 3, the teacher should leave the mark box beside the other two strands blank. An explanatory comment should be provided. English Language Learners (ELL): English language learner, both the ESL/ELD and IEP boxes can be checked to indicate that modifications have been made to address both English language learning needs and special education needs EQAO:It may be helpful to enquire with the officials at the school regarding the additional EQAO preparation. Evaluation: Assignments that are completed collaboratively by two or more students may be used for evaluation purposes if each student’s work within the task is evaluated independently and assigned an individual mark, as opposed to a common group mark. Individual Education Plan (IEP): The IEP boxes are checked for the subjects/strands/courses only, in order to indicate that modifications have been made to the curriculum expectations and the rider statement is used to further describe the modifications. Kindergarten Learning Module Three of the Key Features of Growing Success and Kindergarten Assessment e-Module series summarizes information about communicating with families. Skills and Work Habits In most cases when a student has an IEP, all of the Learning Skills and Work Habits should be reported on the Report Card. Progress Report Card (Grades 1 – 8) Ministry policy does not require teachers to enter comments for all subjects/strands on the Progress Report Card. Reaching Ahead according to the Education Act, it is the responsibility of the school principal to decide whether a student is prepared for work at the next grade level, or whether it would be in the best interest of the student to repeat the grade. Subject Specific Reporting: must report most of the strands in all subjects