Exploring Evidence. What is evidence? The evidence of learning that is collected should enable teachers to make judgements about what individual students.

Exploring Exploring EvidenceEvidence

What is What is evidence?evidence?

The evidence of learning that is collected should enable teachers to make judgements about what individual students know, can do and understand in relation to the learning outcomes.

In planning assessment opportunities, teachers should be aware of the individual needs of students.

Teachers could consider: the ways in which individual students

communicatethe time required for individual students to

communicatethe support and/or adjustments required to

enable individual students to demonstrate their knowledge, skills and understanding in relation to the selected outcomes

the suitability of one or more assessment strategies for the phase of learning and for the knowledge, skills and understanding that are to be assessed

the criteria for assessment to be used to make judgements about what individual students know, can do and understand in relation to the outcomes.

Is there a difference between data and evidence?

How can we use evidence?

EvidenceEvidence ProcessProcessCentral to this process is the belief

that the critical examination of teaching and learning evolves most productively from the close examination of evidence that comes from an educator’s own work.

What counts as evidence?What counts as evidence?Evidence may be samples of student

work, observations of students, curriculum plans, interviews with students, observations by colleagues, video & audio capturing student or teacher learning/reflections – anything that will help you get clearer about your question or focus.

Ref: The Evidence Process. A Collaborative Approach to Understanding and Improving Teaching and Learning (Project Zero~ Harvard School of Education)

Evidence can be in any form, including:informal writings and reflections, videos, websites developed, negotiated tasks with negotiated assessment criteria, self assessment and reflection, group assessment, portfolios, learning journals, observations, presentations, demonstrations, peer evaluations, letters of recommendation from supervisors in an internship or community project, a journal you have kept, formal papers, programs you have participated in, self-analysis, the list of possibilities is endless. The presentation and format of the evidence are limited only by your own creativity.

Evidence in relation to Evidence in relation to what?what?

Evidence that shows growth over time

Evidence of impact of an actionEvidence of learning in relation to

your success indicators

Pre/Post comparisonsPre/Post comparisonsEg A Mind Mapping Tool

For student success indicators:

To demonstrate knowledge and understanding of a concept/big idea

Use at the beginning, middle and end of a unit to monitor growth over time

For teacher success indicators: to demonstrate growth in understanding and use of a pedagogical practice

Pre/Post comparisonsPre/Post comparisonsEg Thinking Routine; I used to think…….. But now I think….. and then to

explain shifts in thinking.

For a student success indicator:

To demonstrate change in understanding of a concept/big idea or a way of learning

Use at the beginning, middle and end of a unit to monitor growth over time

For a teacher success indicator: to demonstrate growth in understanding of a key concept or pedagogical practice

(How might you capture this….. as audio, video, annotated sample)

AuditAudit

Purpose: To determine the extent which particular professional learning structures or strategies are known and being used to enable learning.

AuditAuditPurpose: To determine the extent which particular strategies are known and being used to enable learning and to measure change over time

This tool is used to gather evidence in relation to a particular teacher success indicator.

Teacher Success Indicator: Model and use feedback to promote reflection and learning for both teachers and students

Likert ScaleLikert ScalePurpose: To self assess practice using a rating scale and to measure change over time. This rating needs to be supported by evidence.

This tool could be used to gather base line data in relation Teachers Success Indicators

The tool could also be adapted for students to self assess a particular skill, level of understanding

Frequency of UseFrequency of Use

Purpose: To determine how often particular practices, strategies or contemporary tools are used and to measure the change in use over time.

This tool could be used to gather base line data in relation to the following Teacher Success Indicator Teachers will….Model reflective thinking routines and provide opportunities for students to use these routines to promote deep understanding.

Google Online Google Online formsformsAudit of

contemporary tools

Purpose: To gather baseline data and measure change over time in relation to the familiarity and use of particular contemporary tools (adapted to gather other kinds of data)

Wiki ~Ongoing reflectionsWiki ~Ongoing reflectionsPurpose: Monitor growth and change in thinking and behaviour through ongoing teacher reflection through the wiki (** also could be used for students)

Understandings of Understandings of performanceperformanceUnit based

assessments (of, for, as) provide evidence in relation to student success indicators.

Captured:Annotated samplesVideo & audio

formatsOn wiki, myclassesReflections

Existing dataExisting dataSchool Improvement Planning data SurveysExisting literacy and numeracy

dataTo show growth over time

What other types of data do you gather in your school? How do you use it?