Rethinking Assessment with
Purpose in Mind
Hillfield Strathallan College: Our School’s Story
Tuesday, June 22, 2010
HSC Background and Context
•
The Professional Learning Community (PLC) at
Hillfield Strathallan College consists of a faculty
member from each of the four schools across the
College.
•
CIS/OISE project on assessment provided an
appropriate forum for HSC to engage in professional
learning that could have a direct impact on students.
2
Tuesday, June 22, 2010
Inquiry Team Members
•
Shailau Spivak – Grade 2 – Junior School
•
Joanna Blackwell – Montessori 8 & 9 yr olds
•
John Hannah – Middle School – Science
•
Ryan Baker – Senior School – History &
Humanities
3
Tuesday, June 22, 2010
Shifting the Balance
AS
FOR
Assessment
OF
Learning
Traditional Assessment Pyramid
OF
FOR
Assessment
AS
Learning
Reconfigured Assessment Pyramid
4
Tuesday, June 22, 2010
Our Essential Question:
•
How does “assessment as
learning” (metacognition) affect student
achievement?
5
Tuesday, June 22, 2010
Metacognition
Metacognition refers to higher order thinking which involves active
control over the cognitive processes engaged in learning.
Activities such as planning how to approach a given learning task,
Monitoring comprehension, and evaluating progress toward the
completion of a task are metacognitive in nature. (Livingston, 1997)
Metacognition is “ knowledge about executive control systems” and
the “evaluation (of) cognitive states such as self appraisal and self
management” (Brown, 1996).
6
Tuesday, June 22, 2010
Fluency: The Past
•
•
•
•
Assessment for learning
Fluency assessment
Identify areas of need
Group students accordingly
7
Tuesday, June 22, 2010
Fluency: The Present
•
•
•
Assessment as learning
Self-assessment
• Identifies strengths and weaknesses
• Goal setting (fluency) “I want to be able to
read fast enough to keep up with you.”
• Strategies
Reading Assessment
• Student conference
8
Tuesday, June 22, 2010
Fluency: The Present
“When I’m in the library during
silent reading, I tend to talk too
much. Could you please give
me a gentle reminder to stay
on task?”
9
Tuesday, June 22, 2010
Math Learning Goals
Pre Learning
Name: ___________
Add three addends (for example, 5+6+7=18).



Use 10 to help when adding and subtracting.



Add multiples of 10 to one-and two-digit numbers.



Develop and use different strategies to add and subtract pairs of two-digit numbers.



Look for patterns in digits when adding or subtracting.



Math Learning Goals
Post Learning
Name: ___________
Add three addends (for example, 5+6+7=18).



Use 10 to help when adding and subtracting.



Add multiples of 10 to one-and two-digit numbers.



Develop and use different strategies to add and subtract pairs of two-digit numbers.



Look for patterns in digits when adding or subtracting.



10
Tuesday, June 22, 2010
Tuesday, June 22, 2010
12
Tuesday, June 22, 2010
13
Tuesday, June 22, 2010
14
Tuesday, June 22, 2010
Name: Luke
a) What did you find difficult in your previous research project?
•
•
April, 2010
Not having a partner
I like working with other people to get more research (but not the people who don’t get their work
done. I need to trust them.
b) What could you do better on?
•
•
Try to find a couple of new things that I don’t know
I have found lots of things that I already know.
c) What is something that you did well and would like to build on?
•
•
Interesting facts
Bringing in the food
d) What help do you need from me in order to succeed?
•
•
Help me find books about tarsiers
One of the reasons I chose it is because it is a no namer and I’d like to show everyone how cool it
is
e) What about the project did you enjoy most?
•
•
•
Making the crafts
I’d like to make something again
I’d like to interview some Grade 1 students first to see what kinds of things they are into so that I
could keep their interests
15
Tuesday, June 22, 2010
Fluency: Data Collection
16
Tuesday, June 22, 2010
Action Research Spiral
17
Tuesday, June 22, 2010
Science
Student Generated Self-Assessment
for Science Title Page
Criteria
Some
Elements
are missing
Satisfactory
Well
Done
Is the title big, bold & colourful?
Is the title page well designed?
Is there symmetry and/or balance?
Are all the illustrations appropriate?
Are they related to science?
Is the title page unique?
18
Tuesday, June 22, 2010
Oral Speaking Skills
Criteria
Some
elements
missing
Satisfactory:
You’ve met
expectation
s
Exceptional:
You’ve gone
beyond
expectations
!
Did you maintain eye contact
with the audience?
Was your voice loud and clear
enough to be heard by your
audience?
Did you maintain proper
posture?
19
Tuesday, June 22, 2010
Oral Speaking Skills
Criteria
Some
elements
missing
Satisfactory:
You’ve met
expectations
Exceptional:
You’ve gone
beyond
expectations!
Did you present with clarity? This
means you explained the
character, setting, and plot clearly.
Did you use mannerisms, an
accent, or body language to
emphasize your character’s
personality?
Did you present with enthusiasm?
20
Tuesday, June 22, 2010
Learning the language of SCIENCE
Terminology list for Pure Substances and
Mixtures
9. Homogeneous Mixture – same as solution, a
mixture of two or more substances that look
the same throughout, all samples from this
mixture have the same properties.
example: milk, dissolved hot chocolate, salt
grains
10. Mechanical Mixture – a mixture where two
or more substances are still visible and
each retains its own identifying properties.
example: Trail mix, sand
11. Heterogeneous mixture – same as
mechanical mixture, a mixture of two or
more substances that looks different
throughout, different samples from this
mixture will have different properties.
example: chocolate chip cookies, salt mixed
with pepper, vegetable soup
Please state the definition of each term
and provide an example where
necessary.
1.
Homogeneous Mixture:
2.
Mechanical Mixture:
3.
Heterogeneous Mixture:
4.
Solution:
5.
Solvent:
/10
21
Tuesday, June 22, 2010
Learning the language of SCIENCE
Kristen 704
Term 1 Chemistry Vocabulary
Matter - 3
2.
Chemistry – 2 3
3.
Mechanical mixture – 2 3
4.
Heterogeneous mixture – 1 3
5.
Soluble – 1 3
6.
Insoluble – 1 3
7.
Solubility – 2 3
8.
Filtrate – 1 1
9.
Filter – 2 2
10.
Tertiary treatment 1 3
Level 3s – 14
Level 2s – 12
Level 1s – 24
1.
22
Tuesday, June 22, 2010
History: Skill Acquisition
SELF-ASSESSMENT INSTRUCTIONS
Looking at the criteria of this assignment, what do you think you did
particularly well?
Why?
How can you continue to develop this\these skills to use in future
assignments in this course?
Looking at the criteria of this assignment, what are some things you could
improve upon?
Why?
What are some strategies you can think of to facilitate improvement on
this assignment in the future?
23
Tuesday, June 22, 2010
History: Skill Acquisition
STUDENT SELF-ASSESSMENT: SKILL ACQUISITION:
LEARNING TASK:
1. What skill(s) am I learning/developing when I perform this task? Be as comprehensive as possible with
your answer.
2. What criteria do I need to meet to ensure I’m doing this task properly? Be as comprehensive as possible.
3. What criteria do I have difficulty meeting? Why is that?
4. What strategies can I employ/develop to successfully meet the criteria with which I’m having difficulty? Be
as comprehensive as possible with your answer.
5. How much time do I plan to set aside for developing the skills used in this task? Is this enough to allow me
to master the skill?
6. How will I know when I have mastered this task?
7. How are the skills used in this task applicable to my other courses?
8. How are the skills used in this task applicable outside of a school environment?
24
Tuesday, June 22, 2010
History: Skill Acquisition
Strand: Methods of Historical Inquiry and Communication
Overall Expectations: • use methods of historical inquiry to locate, gather,
evaluate, and organize research materials
from a variety of sources;
• interpret and analyze information gathered through research,
employing concepts and approaches appropriate to historical inquiry;
• communicate the results of historical inquiries, using appropriate
terms and concepts and a variety of forms of communication.
Date:
Topic:
Content Stand:
Learning Categories:
Student:
Learning Skill:
25
Tuesday, June 22, 2010
Conclusion:
How did our action research project impact our
instructional and/or assessment practices?
Tuesday, June 22, 2010
Conclusion
•
Students’ awareness of assignment criteria
incorporated with their awareness of their own
learning approach (what they’re good at and what
they need to improve)
•
Student generated checklists/rubrics
•
Student & peer evaluations
•
Less emphasis on competition and grades
27
Tuesday, June 22, 2010
Conclusion
•
Three phase metacognitive approach
•
Increased diagnostic/formative feedback
•
Increased academic risk-taking
•
Belief in differentiated instruction in the widest sense
•
Increased student input in assessment and
instructional strategies
28
Tuesday, June 22, 2010
“Since participating in the institute, we now have a greater awareness
of the benefits of using assessment as a learning tool within a
student-centred learning environment. We’ve had the opportunity to
guide our students through peer and self-evaluations which bring the
integral metacognitive and reflective pieces into their development.”
“Collaborating with colleagues from the Junior, Montessori, Middle,
and Senior School has been dynamic. Our discussions have revolved
around two central themes which relate to the school’s strategic plan:
(1) our common goal to provide student-centred instruction, (2)
providing complementary assessment practices to our students at
Hillfield Strathallan College.”
Tuesday, June 22, 2010