Assessment

Blog Post 1:  Assessment

What I know about assessment is that it is the evaluation or estimation of the nature, quality, or ability of someone or something. Assessment is important for it allows teachers to get a sense of what their students do and do not understand. Based off of assessments, teachers are able to determine student’s strengths and weaknesses and hone in on what students are struggling with. By determining weaknesses, teachers can work with students and aid them in their learning by addressing their weaknesses. 

What I want to know about assessment and evaluation is what are the best methods and strategies to address the process. There are multiple methods to conduct assessment and evaluation and it would be useful to determine the strengths and weaknesses of the different ways to create an outline that works well for you and your students. 

What the end goal is to improve student learning through assessment and evaluation. Assessment is not something that is just done once at the end, but is an ongoing task.

Blog Post 2: Assessment

What I have learned about assessment.
Assessment is the gathering of reliable information pertaining to students' knowledge and understanding of critical concepts, or a program's effectiveness. The "primary purpose of assessment and evaluation is to improve student learning" (Growing Success, 2010).
I have learned that assessment is an ongoing routine that is not just conducted at the end of a unit or task. There are three forms of assessment which include for, as and of. Assessment for learning is for diagnostic and formative use, used before and during instruction to diagnose student needs. Assessment as learning is a formative assessment used during instruction for providing feedback. Lastly, assessment of learning is a summative form of assessment that is used after instruction used to confirm academic learning.
Assessing is more than just the grading of academics but also the demonstration of learning skills and work habits. They are both formally graded, although assessed, evaluated and reported separately from one another.
Previous to entering teacher's college, I always viewed assessment as a final product to be conducted at the end of a unit or task. This could not be father from the truth. Assessment is done throughout the process. Prior to starting a lesson, it is the teachers job to determine what the learning goals are for the students and how they will be assessed in relation to the performance standards. Despite the preconceived notion of assessment being thought of as last, it is actually the first thing to be established and the rest follow suit. My outlook on assessment has changed thanks to this course and has provided me with resourceful tools and guidance to provide the best learning and assessing for my students.

Reflection

1.How I will use the Assessment page of my Digital Portfolio during my first teaching block:

I can look back and reference my assessment page during my teaching block for ideas and strategies to use in the classroom. 

I can refer to my instructional planning template to help guide me in creating more lesson plans that I will be creating in my teaching block. Based off of the one that I have already completed I have a good understanding of what needs to be put into a lesson plan and how to properly organize and carry out a lesson. The assessment portion of the template is another key resource for examples of how I can assess student work in my teaching block. 

I can also refer back to my AER Strategy form to access resources on strategies for meeting professional learning goals. Looking and Assessment For Learning and As Learning is something that I will find very useful. My associate teacher constantly refers to assessment for and as learning and I will be able to use these resources to bring into the classroom so that I can implement and use them in my teaching block. 

2. Professional Learning Goal

My goal is to provide a well rounded education that can be assessed and evaluated. 

I can reach this goal by developing different assessment tools for a variety of activities. 

I can work with students to assess their own work and assess student work and provide them with feedback with what they did well and what may still need some improvement and how to improve on it. 

I can use a variety of assessment and evaluation techniques to ensure that all student needs are being met and assessment and evaluation is fair. 

AER Strategy Form





2017-2018
EDBE 8Y01 Digital Portfolio: AER Strategy Form

Name: Emily Fallavollita
GROWING SUCCESS POLICIES	My Professional Learning Goals 1 goal for each policy	Strategies For Meeting My Goals 1 strategy for each goal	Annotated Resources 2 sources for each policy
POLICY Fundamental Principles	My goal is to improve student learning and promote student engagement.	My strategy for this goal is to make learning available to all students that is carefully planned and communicated effectively.	Inclusive Education Guiding Principles. (n.d.). Retrieved October 26, 2017, from http://www.inclusionbc.org/about-us/social-policy-positions/inclusive-education-guiding-principles       All students have a right to receive public education in a regular classroom. Each student is unique in heir own way and deserves to be taught in ways that will enable them to thrive in and out of the classroom, so an individualized approach to education is essential to meet each students developmental goals. The participation of students in all aspects of school life is vital to a rich education experience that engages in student learning. This site is brought to us by Inclusion BC which is a provincial federation, which is dedicated to advancing rights, promoting abilities and building awareness to support full citizenship for all. This is a relevant source for it points out that everybody needs to be able to have access to quality learning.       Lee, S. K., Low, E. L., & Lee, W. O. (2016). EDUCATIONAL POLICY INNOVATIONS: levelling up and sustaining educational. Singapore: SPRINGER.       Equity and quality is an emerging terminology or concept that focuses on the quality of education instead of excellence, and it seems levelling up the quality for all is a more acceptable concept and a more worthwhile goal to achieve. Equity and quality in education are not mutually exclusive concepts. Investing in high quality childhood education and initial schooling, particularly for children from socioeconomically disadvantaged backgrounds, is an efficient strategy to ensure that children start strong in their education careers. The editors of the book are from the National Institute of Education in Singapore. This is a relevant source for it states that everyone, despite their background or ability, is deserving of high quality education from an early age that will continue to build and grow in their education careers. All students have a right to receive public education in a regular classroom. Each student is unique in heir own way and deserves to be taught in ways that will enable them to thrive in and out of the classroom, so an individualized approach to education is essential to meet each students developmental goals. The participation of students in all aspects of school life is vital to a rich education experience that engages in student learning. This site is brought to us by Inclusion BC which is a provincial federation, which is dedicated to advancing rights, promoting abilities and building awareness to support full citizenship for all. This is a relevant source for it points out that everybody needs to be able to have access to quality learning.
POLICY Learning Skills & Work Habits	My goal is to develop learning skills and good work habits which are integral to student learning and success.	My strategy for meeting this goal is to develop learning skills and work habits through the achievement of curriculum expectations.	Learning Skills and Work Habits. (2011). Retrieved November 04, 2017, from http://www.fslhomeworktoolbox.ca/homework_tips/learning_skills_and_work_habits.php Learning skills are study skills and thinking skills that are integral to children’s learning in and outside of school. Developing learning skills can equip students with independence in learning, problem solving, decision-making and organizing across all aspects of school and home life. There are six key skills and work habits that are highlighted in the classroom, including responsibility, organization, independent work, collaboration, initiative and self-regulation. Not only are teachers and educators working on building these skills with students in the classroom, but parents should also be working with their children on these skills at home as well. Working on these skills at home in addition to school reiterates the importance of having them to be a successful person. This source comes from the Rainbow District School Board of Sudbury and provides insight to parents and teachers on what each of these skills looks like in the classroom and at home. Essential Skills and Work Habits for Work, Learning and Life [Ontario Skills Passport]. (n.d.). It is understood that learning skills and work habits are important skills to acquire and work towards in school. The early onset of introducing these skills to students allows for them to practice and work towards these skills as they grow and learn in the school environment and at home in hopes that they will master them or continue to work on them in the work force and everyday life outside of school. Learning skills and work habits are not just important skills to have in a school setting, but a set of skills that are essential to everyday life even outside of school as students continue with life. The Ontario Skills Passport provides for key messages to how learners, parents, employers and teachers can harness these skills and implement them onto their learners.
POLICY Performance Standards: The Achievement Chart	My goal is to provide a well rounded education that can be assessed and evaluated.	My strategy for meeting this goal is by evaluating and assessing using both the content standards and performance standards.	York Region District School Board. (2017, January 24). Performance Standards: The Achievement Chart [A Guide for Elementary and Secondary Students and their Parents/Guardians]. The way in which teachers evaluate and assess students are by the content and performance standards to enable a fair marking system. Opposed to an earlier time when students were assessed based off of being compared to one another, students are now being assessed with fairness, transparency, equity and consistency across the province in the assessment, evaluation and reporting of student learning through the performance standards and achievement chart. The teacher, students and parents have a common knowledge on what is expected of the student by using the standard evaluation and assessment method. Many school boards such as York Region have provided parents brochures to inform on how their children are being assessed. Waterloo Region District School Board. (2013, May). Assessment, Evaluation, and Reporting Handbook [Learning Services: School Effectiveness and Assessment ]. The Waterloo Region District School Board has provided teachers with a resource guiding them how to assess and evaluate using the policy performance standards and achievement chart. The resource has been developed to clarify messages about effective assessment practices, to provide a practical support for teachers in evaluating students’ learning and in reporting on students’ progress and achievement. This resource is focused on the processes for assessment, evaluating and reporting. This is a good tool for teachers to use to ensure the fair and consistent assessment and evaluating of all students without any bias.
POLICY Assessment FOR Learning & AS Learning	My goal is to provide improve student learning through assessment.	My strategy for this goal is to provide student with descriptive feedback and encouragement for assessment for learning and to help students develop their capacity to be independent learners who are able to set goals and reflect on their learning for assessment as learning.	Berry, R. (2008). Assessment for Learning. Hong Kong: Hong Kong University Press. Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning. The cornerstone of assessment for learning is that the decisions that matter the most in the classroom are those made by the students themselves. To make good decisions, students need continuous information about their learning, information that describes what they are succeeding at, where they should aim to make more improvements and so forth. The book “Assessment for Learning” by Rita Berry describes the importance and critical need for assessment for learning and portrays how it is used in classrooms.  Swaffield, S. (2008). Unlocking Assessment. New York: Routledge Assessment as learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. The book “Unlocking Assessment” by Sue Swaffield says assessment as learning is described as learning as individual sense-making which takes the emphasis away from teachers’ efforts to transmit knowledge as a discrete entity, towards learning assisting learners to construct meaning by relating new experiences to establish understandings. Learners are actively developing thinking rather than passively receiving knowledge.
POLICY Evaluation	My goal is to improve student learning through evaluation by assessing of learning.	My strategy to achieve this goal is to judge student work through the performance standards and the quality of work.	OECD. (2012).  Evaluation and Assessment Frameworks for Improving School Outcomes. [Common Policy Challenges] In order to achieve meaningful results on student learning, then the alignment of government set standards and curriculum content covered must coincide. The curriculum covers the objectives identified in standards, and student assessments focus on attainment of standards.  Integrating student formative assessment in the evaluation and assessment framework in conjunction with summative assessment is a method that can ensure that the best portrayal of student work and knowledge is being evaluated. Peel District School Board. (2017). Print this page STREETSVILLE SECONDARY SCHOOL ASSESSMENT AND EVALUATION POLICY. Retrieved November 16, 2017, from http://schools.peelschools.org/sec/streetsville/aboutus/studenthandbook/AssessmentEvaluation/Pages/default.aspx According to the Peel District School Board, evaluation is informed by “professional knowledge of curriculum expectations, established criteria, evidence of learning, and assigning a value to represent that quality”. It also states that it should be considered from the collection of evidence overtime and from sources such as observation, conversation and student products. Evaluation should be based on assessments of learning that provide data on student achievement throughout the course.
POLICY Reporting Student Achievement	My goal is to accurately and fairly report student achievement.	My strategy to achieve this goal is to follow the Elementary Progress Report Card and Provincial Report Card requirements.	Hamilton-Wentworth District School Board (2017) Communicating and Reporting Student Achievement Procedure. [Procedure for Policy 7.1 Assessment, Evaluation and Reporting] The Hamilton Wentworth District School Board conveys that reporting entails providing students and parents with clear, detailed and straightforward information regarding how well the student is progressing and achieving in relation to provincial learning expectations, curriculum expectations, and the learning skills/work habits required for effective learning. There are numerous responsibilities and roles outlined in the document in which teachers must follow in order to effectively and accurately report on student learning and achievement. York Region School Board. 9January 24, 2017) Elementary Report Cards [A Guide for Elementary Students and their Parents/Guardians] Progress reports are provided in November and a provincial report card is received in January/February and in June. The purpose of the progress report is to communicate with parents the child’s progress towards the achievement of the curriculum expectations since the beginning of the school year and serves as a central part of early discussion between home and school. The provincial report card is to communicate how well a student has achieved the overall curriculum expectations for each subject at the end of the period of learning. Both forms of reporting on student achievement allows for the contribution of many observation and evaluation.
POLICY Students With Special Education Needs	My goal is to provide fair assessment and evaluations for students with special needs.	I will achieve this goal by creating and following a specialized education program that is based on and modified by the results of continuous evaluation and assessment that meet the needs of the pupil.	Ministry of Education. (n.d.). Policy/Program Memorandum (PPM) 156 [Supporting Transitions for Students With Special Education Needs]. The Ministry of Education outlines strategic directions with an overall goal of improving the achievement and well-being of students with special needs, increasing the capacity of schools to effectively meet the needs of all learners, support their development and more. Supporting the development and implementation of effective Individual Education Plans can aid in the student learning and the evaluation and assessment of their work. Ministry of Education. (2017). Special Education in Ontario [Kindergarten to Grade 12]. The assessment of students with special needs is a continuous, cyclical process that begins and ends with the classroom teacher. By gathering assessment information about students in their class everyday, educators are able to understand student’s strengths and are able to discern what areas of learning may need special attention. Teachers are able to adjust instructional strategies, resources, and environments effectively to help all students learn based on their students needs. The use of evidence-informed assessment and differentiated instruction with ongoing monitoring and responsiveness to student progress is essential to support the learning of students with special education needs.
POLICY English Language Learners	My goal is to allow for all English language learners students to be able to learn successfully and be marked accordingly.	I will achieve this goal by modifying curriculum expectations in order to meet the language learning needs of ELL students and assess and evaluate based on these modifications.	Ministry of Education. (2007). The English Language Learners ESL and ELD Programs and Services [Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12]. The English Language Learners ESL and ELD Programs and Services document provided by Ontario Education lays out policies and procedures for the development and implementation of programs and supports for English Language Learners. The development of an Individual Education Plan for an English Language Learner needs to take into consideration both needs related to language learning and needs related o the student’s exceptionality. It is important for teachers to schedule frequent check-ins with their ELL students in order to monitor their academic achievement, participation and social adjustment. English language learners must receive appropriate program support in order to provide the best possible programming for English Language Learners.   National Council of Teachers of English. (2008). English Language Learners [A Policy Research Brief]. English Language Learners, A Policy Research Brief produced by the National Council of Teachers of English outlines many aspects of English language learners. The article provides research-based recommendations for effective ELL instruction. It states that for teachers, we should present ELLs with challenging curricular content, set high expectations for ELLs, use technology effectively, recognize socio-cultural factors, position native languages and home environments as resources, and
POLICY The Kindergarten Program	My goal is to allow for children to make a smooth transition from early childhood programs to Kindergarden, the primary grades and beyond.	I will achieve this goal by providing a safe and caring, play-based environment that promotes the physical, social, emotional and cognitive development of all children.	Babalis, J. (2016, July 4). Information about the “Kindergarten Program” 2016 [Transforming Ed] Retrieved from http://myclassroomtransformation.blogspot.ca/2016/07/information-about-kindergarten-program.html Joanne Marie Babalis is a full time Kindergarten teacher, and on her blog she outlines and discusses information about the 2016 kindergarten program. In Kindergarten, the evaluation involves the judging and interpreting of evidence of learning to determine children’s growth and learning in relation to the overall expectations outlined in The Kindergarten Program. This is an example of excerpts she takes out of the document to compare how they may have changed and how the information is useful and important when implementing in the classroom and for teacher use. This is a very useful resource for the author makes connections between the document, classroom application and other resources and information. Waterloo Region District School Board. (2016). The Kindergarten Program. Retrieved November 13, 2017, from https://www.wrdsb.ca/kindergarten/the-kindergarten-program/#.WgmtmiMrIzU The Waterloo Region District School Board outlines what the Kindergarten Program entails, the primary goals of the program, allows for viewers to meet the educators and outlines the four frames of the program. In the Kindergarten program, the four frames are broad areas of learning that are used to structure thinking about learning and assessment. The four frames are designed to support an approach that aligns with the way that children’s learning naturally occurs and that focuses on aspects of learning that are critical to young children’s development. The frames reflect the integrated way in which learning occurs during children’s play and inquiry in Kindergarten.

* Annotated Resources: Find a reputable book/article/document that supports the policy or helps you to understand it more effectively (Outside of GROWING SUCCESS!).

brief (~100 words) descriptive and evaluative paragraph (the annotation)

For each resource, provide a

. The purpose of

the

is to inform the reader of the relevance, accuracy, and quality of the sources cited. 

Instructional Planning 

NAME:     Emily Fallavollita
Grade:  4	Subject: Language Strands: Writing	Mini Unit: Persuasive Writing
Overall Expectation(s): • Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively. • Draft and revise their writing, using a variety of informational, literacy, and graphic forms and stylistic elements appropriate for the purpose and audience	Specific Expectation(s): COPY ALL 8 CATEGORY 3 EXPECTATIONS IN TO THIS 2.2 Establish a personal voice in their writing, with a focus on using words and stylistic elements that convey a specific mood such as amusement 2.3 use specific words and phrases to create an intended impression 2.4 use sentences of different lengths and structures 2.6 identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus on specific features ( 2.5 Identify their point of view and other possible points of view on the topic, and determine whether their information sufficiently support their own view 2.8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions 3.1 Spell familiar words correctly 3.2 Spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling 3.3 Confirm spellings and word meanings or word choice using different types of resources appropriate for the purpose 3.4 Use punctuation appropriately to help communicate their intended meaning, with a focus on the use of: the apostrophe to indicate possession, and quotation marks to indicate direct speech 3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: common and proper nouns; verbs in the simple present, past, and future tenses; adjectives and adverbs; subject/verb agreement; prepositions; and conjunctions 3.6 Proofread and correct their writing using guidelines developed with peers and the teacher 3.7 Use some appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout 3.8 Produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies	Achievement Chart Categories addressed in this lesson: ð     Knowledge & Understanding ð     Thinking ð     Communication ð     Application Rationale: Knowledge & Understanding: -       Knowledge of content: Forms of text, writing strategies -       Understanding of content (personal opinions, meaning of persuasive writing, uses of literary devices) -       Proof-reading, proper use of punctuation Thinking: -       Critical/creative thinking processes (writing processes) -       Confirm spelling of words Communication: -       Expression of ideas and information through written forms -       Understanding sound-symbol relationships, word structures Application: -     Application of skills (grammar, vocabulary, spelling, punctuation, proofreading)
LEARNING SKILLS AND WORK HABITS: Which LSWH(s) will be addressed in this lesson? Responsibility       Independent Work         Collaboration         Organization        Initiative        Self-Regulation Rationale: Responsibility: following the rubric and handing work in on time for every activity Independent work: staying on task and making use of class time for every activity Collaboration: Working well with others, respecting and contributing to others work by proofreading peers persuasive writing Organization: For every task, students will be expected to include brainstorming and rough drafts  throughout the process of activities. Students will be expected to bring these items to every class. Initiative: Completing work to the best of their ability and getting work done on time. This will be determined based on self-assessments. Self-Regulation: Effectively using class time and home time to do work
LEARNING GOAL(S) Describe the curriculum expectations & LSWH  for this lesson in student friendly language We are learning to… We are learning to write a persuasive argument to promote an idea that is free from grammatical error and using appropriate language skills.	TASK Create a task for the learning goal(s) to be addressed in this lesson:  Describe what students will be doing to address the learning goal(s) for this lesson:  Students will be creating a new donut flavour for a contest that a local donut shop is holding in hopes of their flavour being chosen and created. Students are required to write a persuasive letter to argue why their donut flavour should be chosen. What is the PURPOSE of the task: For As Of              What is the NATURE of the task: Diagnostic Formative (peer feedback/ evaluation) Summative (final product) The task will provide evidence of student learning from which SOURCE? Observation Conversation Product	SUCCESS CRITERIA Describe what successful attainment of the learning goal(s) for this lesson task looks like: I can…. -develop an argument for why my flavour should win -use feedback from my peers to improve my argument and writing -write an error free persuasive writing letter with no grammatical error and appropriate language.
ASSESSMENT TOOL    Anecdotal Record, Rating Scale, Checklist, Rubric, Other (peer evaluation) Identify & create a tool to gather, record & analyse evidence of learning for the task. It will include the learning goal and success criteria. Include the assessment tool with this document

Peer Evaluation

Persuasive Writing Donut Contest

1.    The donut flavour was original:

Strongly Agree             Agree            Neither Agree/Disagree          Disagree               Strongly Disagree

         5                                  4                                         3                                  2                                  1

2.     Did the argument convince you want to buy the product?

Strongly Agree             Agree            Neither Agree/Disagree          Disagree               Strongly Disagree

         5                                  4                                         3                                  2                                  1

3.     There were little or no spelling and grammar mistakes in the writing

Strongly Agree             Agree            Neither Agree/Disagree          Disagree               Strongly Disagree

         5                                  4                                         3                                  2                                  1

4.     Are there other words to chose to make the argument more convincing?

5.     What is something that you liked about the writing?

6.     Do you have any other comments?

Rubric: Persuasive Writing Donut Contest

Student:_______________________________

Criteria	Level 1	Level 2	Level 3	Level 4
Knowledge/ Understanding -importance and content	-offers limited explanation of the importance and context of the new donut flavour	-offers some explanation of the importance and context of the new donut flavour	-clearly explains the importance and context of the new donut flavour	-thoroughly explains the importance and context of the new donut flavour
Thinking/Inquiry - formulating an idea -developing arguments	-puts forward an unoriginal idea -develops arguments with limited knowledge, objectivity and coherence	-puts forward an appropriate idea that offers some originality -develops argument with some limited logic, objectivity, and coherence	-puts forward an effective, focused, original idea -develops arguments with considerable logic, objectivity, and coherence	-puts forward an insightful, original idea -develops arguments with a high degree of logic, objectivity, and coherence.
Communication -structure and organization -rhetoric devices -language and voice -language convections	-shows limited command of the letter structure and chosen organizational pattern -uses rhetorical and persuasive devices with limited effectiveness -use appropriate language and voice with limited consistency -applies grammar usage, spelling, and punctuation with limited accuracy and effectiveness	-shows some command of the letter structure and chosen organizational pattern -uses rhetorical and persuasive devices with some effectiveness -uses appropriate language and voice with some effectiveness and consistency -applies grammar, usage, spelling, and punctuation with some accuracy and effectiveness	-shows considerable command of the letter structure and chosen organizational pattern -uses rhetorical and persuasive devices with considerable effectiveness -uses appropriate language and voice with considerable effectiveness and consistency -applies grammar, usage, spelling, and punctuation with considerable accuracy and effectiveness	-shows extensive command of the letter structure and chosen organizational pattern -uses rhetorical and persuasive devices with a high degree of effectiveness -uses appropriate language and voice with a high degree of effectiveness and consistency -applies grammar, usage, spelling, and punctuation with a high degree of accuracy and effectiveness
Application -use of evidence	-incorporates limited relevant evidence	-incorporates some well-chosen relevant evidence	-incorporates considerable well-chosen , convincing evidence	-incorporates highly effective, well chosen, and compelling evidence

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