ASSESSMENT and

EVALUATION FOR IMPROVED

STUDENT LEARNING:
Integrating Assessment
and Instruction
Gr. 9 - 12 Arts, Fall 2009
Key Question
What does
good
assessment
and evaluation
look like?
Assessment
For
Learning
We are learning to:

Plan assessment that is clearly
linked with instruction;
Identify and explain the four core
practices of assessment for learning;
Incorporate the practices in lesson
and unit planning
Write learning goals and identify
success criteria
Core Practices
Assessment
For
Learning
Activity
Assessment
For
Learning
SIMULATION
Assessment and
Evaluation
Webcast:
Rethinking Classroom
Assessment with
Purpose in Mind
Dr. Lorna
Earl
Every time you do
assessment, it is not
a decision point it
can be a learning
point
What does
the
research
say?
Assessment
OF Learning
Assessment
AS Learning
Assessment
FOR Learning
4
3
2
1
Q
u
a
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t
i
l
e

School Ranking by
Quartile
Effectively implemented,
formative assessment can do as
much or more to improve student
achievement than any of the most
powerful instructional
interventions, intensive reading
instruction, one on one tutoring,
and the like.
Research
Assessment
OF Learning FOR & AS Learning
Evaluation
Summative (after)

Judging
Assigning grades &
reporting on achievement


Assessment
Diagnostic (before) &
Formative (during, ongoing)
Coaching
Providing feedback to
students & teachers to
make decisions about next
steps in learning
Learning Goals


Success Criteria


Descriptive Feedback


Peer/Self assessment


Individual Goal setting

Assessment Continuum
Assessment
For
Learning
E
l
i
c
i
t
i
n
g

E
v
i
d
e
n
c
e

o
f

U
n
d
e
r
s
t
a
n
d
i
n
g

I do, you watch
I do, you help
You do, I help
You do, I watch
Scaffolding
Assessment
For
Learning
How can we plan
assessment,
evaluation, and
instruction to
improve student
learning?
Planning for Learning
Assessment
For
Learning
Desired
knowledge
and skills
What am I
supposed to
learn?
What does
successful
learning look
like?
How am I
doing?

Diagnostic
assessment to
determine current
knowledge/skills
Share learning
goals
Develop success
criteria with
students and post
for ongoing
reference & revision
Feedback (from
teacher, peers, self)

Current
knowledge
and skills
To maximize learning,
assessment AND instruction
must be purposefully planned
to support students to attain a
clearly defined learning goal.
Planning for Learning
Assessment
For
Learning
What do I want
them to learn?
How will I know
they have
learned it?
How will I
design the
learning so that
all will learn?
Planning with the End in Mind
Where in the
unit do you see
evidence that
this question
has been
addressed?
What do I want
them to learn?
Planning with the End in Mind
Enduring
Understandings
Overall
Expectations
Key Questions
Learning Goals
How will I know
they have
learned it?
Planning with the End in Mind
Assessment of
Learning (Evaluation)
How will students demonstrate
their knowledge and skills when
they have finished learning?
What evidence will be produced?
Products
Conversations Observations
How will I know
they are learning
it?
Planning with the End in Mind
Assessment for
Learning
How will students demonstrate
their knowledge and skills while
they are learning?
How will we monitor their
progress?
Exit cards, journal entries,
observation, conversations,
How will I
design the
learning so that
all will learn?
Planning with the End in Mind
Instruction
Assessment
Ongoing monitoring of learning
Strategies and tools to elicit
evidence of learning
Teacher feedback
Peer Assessment
Self Assessment
Learning how to learn
How can we ensure that students
know and understand what we
expect them to learn?
What we
think we
are teaching
What they
think they
are learning

SUCCESS!
Learning is easier when
learners understand
what goal they are trying
to achieve, the purpose
of achieving the goal,
and the specific
attributes of success.
Chappuis, S. Educational Leadership, September 2002 | Volume 60 | Number 1
Learning Goals
Assessment
For
Learning
Learning Goals are brief,
concise statements, in
student-friendly language,
that describe what students
are to know or be able to do
at the end of a period of
instruction.
Learning Goals
Assessment
For
Learning
Current knowledge and skills
Desired knowledge and skills
S
c
a
f
f
o
l
d
i
n
g

S
c
a
f
f
o
l
d
i
n
g

Learning goal
Learning goal
Learning goal
Learning goal
Instruction
Assessment
Current knowledge and skills
Desired knowledge and skills


Sample Learning Goals
Assessment
For
Learning
1. We are studying the creative process. (Gr. 9)
2. I am learning to analyse and synthesize information. (Gr. 10)
3. Understand the uses of buttons, labels and text fields. (Gr. 12)
4. I can explore a wide range of increasingly complex traditional and
emerging technologies, tools, and techniques. (Gr. 12)
5. I will be able to use descriptive words, phrases and expressions to
clearly describe a scene or situation. (Gr. 10)
6. We are learning to use charts or hand-drawn sketches to show the
sequence of things, how things are related, or compare different
alternatives. (Gr. 11)
7. I can use a variety of techniques to convey a sense of movement.
(Gr. 11)
8. You will know how to create and perform phrases that explore two
or more elements of dance. (Gr. 9)


Learning Goals
Assessment
For
Learning
TASK: Identify the Learning Goal(s) for Lesson 3
of the sample unit.

Read the lesson plan, giving careful attention to
the specific expectations and how they are
addressed.
Identify the knowledge and skills that the student
is expected to demonstrate.
Develop learning goal statement(s) that meet the
criteria for effective learning goals.
To be effective, learning goals must
be:
Identified and shared at the outset
of learning
Clarified with the students
Referred to during the learning
Learning Goals
Assessment
For
Learning
Related to learning goals and
criteria
Timely and specific
What was done well, what
needs improvement, how to
improve
Descriptive not evaluative
Include monitored opportunities
to try again
Feedback
Assessment
For
Learning
Assessment feedback often has
a negative impact, particularly
on low-achieving students, who
are led to believe that they lack
ability and so are not able to
learn.
Research
Assessment, not evaluation
Ensuring students understand learning
goals and success criteria
Modelled by teacher before attempted by
students
Students providing feedback (done well,
needs improvement, how)

Peer- and Self-Assessment
Assessment
For
Learning
Success criteria

Describe what successful
achievement of learning goal looks
like
Use language that students
understand
Success Criteria
Assessment
For
Learning


Success Criteria
Assessment
For
Learning
TASK: Co-construct a criteria t-chart
for the musical composition in the
AMU 1O unit.

1. Brainstorm a list of ideas
2. Sort and group the ideas
3. Make and post a T-chart
4. Use and revise as you learn
more.

Davies, A, Herbst-Luedtke, S, Parrott Reynolds, B.
Making Classroom Assessment Work p. 57
Co-constructing Criteria
Assessment
For
Learning
When we invest time up front to
build the vision [of what students
are to be learning], we gain it back
later in increased student
motivation and the resulting
higher-quality work.
Chappuis (2009)
Learning Goals and Success Criteria
Assessment
For
Learning
TASK: Identify Assessment for Learning
practices embedded in a lesson

Examine Lesson 3 from the sample unit.
Identify any of the AfL practices
Learning Goals/Success Criteria
Eliciting Evidence of Student
Understanding
Feedback
Peer and Self Assessment
AfL and Planning
Assessment
For
Learning
Learning Goals
We are learning to:
use the "creative process"
when composing
use the elements of music to
plan a composition
use a compositional tool to
create a composition (Finale)

Guiding Questions:
How do the stages of the
creative process help us to
compose a piece of music?
What are some techniques and
tools musicians use to
compose?
Elements of Music Diagnostic
Assessment

BLM2 "Using Finale

Journal Entry: Use each of
the following creative process
stages as headings: 1.
Challenging and Inspiring, 2.
Imagining and Generating, 3.
Planning and Focusing, explain
how you have used each
stage, so far, in the
development of your
composition.

Peer and self assessment
Process Portfolio to
evaluate the application of
the stages of the creative
process in an original
composition. The Process
Portfolio will include
graphic organizers, self
reflections, checklists,
rating scales and
feedback response logs.
(rubric)

Original composition
(rubric)
Samples of music
conveying courage,
honesty, loyalty
Co-constructing
criteria for success
Teacher modeling
Peer and self
assessment
Traffic light


Thumbs up, thumbs down

Target


Got it!
Getting there
Not yet
Feedback
Feedback
Feedback Log
Date Feedback Action to be taken Action
Completed
Feb.
12
Itinerary has
several clearly
described
events
Identify the
times more
accurately
Provide more
details
about each
event

Exit Card
Assessment
For
Learning
We are learning
to:

Plan assessment that is
clearly linked with
instruction;
Identify and explain the
four core practices of
assessment for learning;
Incorporate the
practices in lesson and
unit planning
Write learning goals and
identify success criteria
Exit Card



Something new I learned



I want to learn (more) about



A question I have is


I understand, I
know what to do
next. I can handle
this. I choose to
keep trying.
I dont know what
this means. I have
no idea what to do
next. Im probably
too dumb to learn
this anyway. I give
up.

Paul Walsh, Education Officer
CAP Branch
Paul.walsh@ontario.ca
416 325 4393

Joanie Causarano, Education Officer
CAP Branch
Joanie.causarano@ontario.ca
416 325 2100