Assessment and Evaluation in Regina Public Schools.

Assessment and Assessment and EvaluationEvaluation

in Regina Public Schoolsin Regina Public Schools

AgendaAgenda

• Assessment Assessment forfor learning learning• SMART GoalsSMART Goals• Regina Public School’s Benchmark programRegina Public School’s Benchmark program• Report CardsReport Cards

• assessment.rbe.sk.caassessment.rbe.sk.ca

Traditional Instruction-Assessment model:Traditional Instruction-Assessment model:Pretest - teach - teach - teach - posttest - assign gradesPretest - teach - teach - teach - posttest - assign grades

Instruction-Assessment Model with Data Analysis:Instruction-Assessment Model with Data Analysis:Pre-assess - analyze results - plan for differentiated instruction Pre-assess - analyze results - plan for differentiated instruction

- teach - monitor, reflect, and adjust - teach - post-assess- teach - monitor, reflect, and adjust - teach - post-assess

Assessment Assessment forfor learning - using assessment results to improve learning - using assessment results to improve student achievementstudent achievement

The Assessment CycleThe Assessment CycleAnalyzing the DataAnalyzing the Data

Monitoring and Assessing ResultsMonitoring and Assessing Results Setting GoalsSetting Goals

Creating Action PlansCreating Action Plans

What is Assessment What is Assessment forfor learning? learning?

Classroom assessments are used Classroom assessments are used to inform to inform students about their growth in achievement students about their growth in achievement and permits them to feel in control of that and permits them to feel in control of that growthgrowth

It is about using the results effectivelyIt is about using the results effectively to promoteto promote maximum student learningmaximum student learning

an example of assessment for learning is the writing benchmarks programan example of assessment for learning is the writing benchmarks program

Where am I now? Where am I to go? How will I know when I Where am I now? Where am I to go? How will I know when I get there?get there?

Assessment is not something that is done to Assessment is not something that is done to students and apart from instruction; students and apart from instruction; assessment must be and must be seen to be assessment must be and must be seen to be

something that is done something that is done withwith students as an students as an integralintegral part of the learning process. part of the learning process. O’conner (2002)O’conner (2002)

Our Goal: Students who areOur Goal: Students who are

InformedInformed AnalyticalAnalytical Actively involved in learningActively involved in learning Personally invested – they “buy in” to what we Personally invested – they “buy in” to what we

are doingare doing Know where they are, where they Know where they are, where they

want to go and how to get therewant to go and how to get there!!

Tips for High Quality Tips for High Quality Assessment Assessment forfor learning learning

Have clear expectations – Have clear expectations – What is it we are to learn What is it we are to learn and why?and why?

Student friendlyStudent friendly - students understand what they are to do- students understand what they are to do Clear purpose – Clear purpose – students know why we are doing thisstudents know why we are doing this

MotivationalMotivational – – students enjoy it, they “buy in”students enjoy it, they “buy in” Give Accurate feedbackGive Accurate feedback –– we give descriptive and we give descriptive and

helpful feedbackhelpful feedback Use a variety of types of assessment Use a variety of types of assessment

techniquestechniques (rubrics, portfolios, exit slips, peer evaluation, learning logs, self-(rubrics, portfolios, exit slips, peer evaluation, learning logs, self-evaluation, checklists, anecdotal records, etc.)evaluation, checklists, anecdotal records, etc.)

My experiences with assessment and My experiences with assessment and feedback…feedback…

Think about the BEST feedback you have received in Think about the BEST feedback you have received in your lifetime – in or out of the classroom at any age your lifetime – in or out of the classroom at any age level! What are the characteristics or circumstances level! What are the characteristics or circumstances that made that feedback great for you? that made that feedback great for you?

Now think of your worst experience with feedback – Now think of your worst experience with feedback – What were the characteristics or circumstances that What were the characteristics or circumstances that made it so awful?made it so awful?

Write your ideas on a sheet of paper and be ready to Write your ideas on a sheet of paper and be ready to share and discuss.share and discuss.

FeedbackFeedback

As the number one user of assessment data is As the number one user of assessment data is the student, feedback must be frequent, the student, feedback must be frequent, descriptive, supportive and linked to future descriptive, supportive and linked to future opportunities to demonstrate mastery.opportunities to demonstrate mastery.

Strategies for Meaningful FeedbackStrategies for Meaningful Feedback

Offer Offer descriptive feedbackdescriptive feedback instead of grades, on instead of grades, on in-class work as well as homework. in-class work as well as homework.

Make clear what work will be included in the final Make clear what work will be included in the final grade from the outset.grade from the outset.

Teach students to self-assess, keep track of learning Teach students to self-assess, keep track of learning and set goalsand set goals

Teach students focused revision. Have them practice Teach students focused revision. Have them practice on other people’s work and their ownon other people’s work and their own

Engage students in self-reflection and sharing what Engage students in self-reflection and sharing what they know.they know.

Dr. Richard Stiggins says:Dr. Richard Stiggins says:

Gather dependable evidenceGather dependable evidence EncourageEncourage students to try and learn students to try and learn Have clear learning targetsHave clear learning targets Give accurate descriptive feedbackGive accurate descriptive feedback Students need to take responsibility for their Students need to take responsibility for their

own learningown learning Students must master basic standardsStudents must master basic standards

Dr. Richard Stiggins, 2006Dr. Richard Stiggins, 2006

Assessment Assessment forfor Learning Learning

Show students what good work looks likeShow students what good work looks like Compare their work to that standardCompare their work to that standard Work towards closing the learning gapsWork towards closing the learning gaps We must work to instill confidence in students.We must work to instill confidence in students.

Our job is to help students believe Our job is to help students believe they’re capable learnersthey’re capable learners

We must help students discover gifts that they We must help students discover gifts that they didn’t believe they haddidn’t believe they had

We can make success irresistible to our We can make success irresistible to our studentsstudents

Wayne Hulley, 2006Wayne Hulley, 2006

Students need and deserve the Students need and deserve the confidence that their work and confidence that their work and loyalty will payoff with positive loyalty will payoff with positive

results….results….

Assessment Assessment forfor learning is entirely about learning is entirely about delivering that confidence. delivering that confidence.

Stiggins, 2006Stiggins, 2006

Physician’s CreedPhysician’s Creed

First, do no harmFirst, do no harm

Educator’s CreedEducator’s Creed

Above all, do nothing to Above all, do nothing to diminish hope! diminish hope! Wayne Hulley, 2006Wayne Hulley, 2006

S.M.A.R.T. Goals are:S.M.A.R.T. Goals are:

SSpecific - pecific - distilled down to one thing, an outcome to attaindistilled down to one thing, an outcome to attain

MMeasurable - easurable - How will we know when we achieved the desired results?How will we know when we achieved the desired results? Goal Goal

can be measured qualitaatively and quantitativelycan be measured qualitaatively and quantitatively

AAttainable - ttainable - doable, given our capacity (time, resources)doable, given our capacity (time, resources)

RResults Oriented - esults Oriented - aimed at specific outcomes that are tangible and aimed at specific outcomes that are tangible and

observable. Describes outcomes not processesobservable. Describes outcomes not processes

TTime-bound - ime-bound - a time frame to achieve the goal, How will we know we are finished?a time frame to achieve the goal, How will we know we are finished?

An Example of a An Example of a SMART GoalSMART Goal

Within the next two years, Within the next two years, 70% of all students will 70% of all students will score at the adequate level score at the adequate level (level 4) and above on (level 4) and above on system and school writing system and school writing benchmarks.benchmarks.

SMART GoalsSMART Goals

Each school is required to have an academic goal and an Each school is required to have an academic goal and an aboriginal goal.aboriginal goal.

The academic goal must be related to either literacy or The academic goal must be related to either literacy or numeracynumeracy

Individual teacher goal supports school goals which in turn Individual teacher goal supports school goals which in turn supports the system goals/priorities and the Continuous supports the system goals/priorities and the Continuous Improvement PlanImprovement Plan

Benchmark programBenchmark program The goal of the benchmark program is to promote higher literacy The goal of the benchmark program is to promote higher literacy

and achievementand achievement

Oral Running Records - Grade 1, 2Oral Running Records - Grade 1, 2 Writing Benchmarks - Grade 4, 8, 10Writing Benchmarks - Grade 4, 8, 10 Math Problem Solving - Grade 3, 6, 9, A30Math Problem Solving - Grade 3, 6, 9, A30 Science - Grade 7, 10Science - Grade 7, 10

Other assessments this year:Other assessments this year: CAT 3 test - Grade 5, 9, 12CAT 3 test - Grade 5, 9, 12 Sask. Learning AFL Writing - Grade 5, 8, 11Sask. Learning AFL Writing - Grade 5, 8, 11

Report CardsReport Cards

Go out at the end of November, March and JuneGo out at the end of November, March and June

Elementary teachers are to write 3 to 4 sentences Elementary teachers are to write 3 to 4 sentences about each student’s progress in Language Arts, Math about each student’s progress in Language Arts, Math and Personal and Social Skillsand Personal and Social Skills

Task: Open up the report card folder and fill out one Task: Open up the report card folder and fill out one report card for an imaginary student. High School report card for an imaginary student. High School teachers open up Gradekeeper.teachers open up Gradekeeper.

Assessment.rbe.sk.caAssessment.rbe.sk.ca

Visit this website to get:Visit this website to get:

Up to date info on our assessments and Up to date info on our assessments and benchmarksbenchmarks

Download rubrics Download rubrics Post a question on our message boardPost a question on our message board

The EndThe End