EDUC 5305

Case
Study
Marc Longo

Grades
Not a motivator to perform better during trip, but to
complete assignments
Credit was a motivator to participate in program in
some cases

Authentic Achievement Yes!

Learning occurs in this program through:
Independent study
Brief lectures & peer presentations in class
Experiential / Situated learning on trip
ILL-STRUCTURED TASKS!!!

Reflections during & after trip

Authentic Assessment ???

Assignments: papers, journal, presentations, exam
Students can see growth, but maybe not in (all)
assignments
[A]ssessment signals to teachers and students
what is important in learning. (Cumming &
Maxwell, 1999, p. 179)

The Seven Fundamental Principles

(Growing Success)
To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the
improvement of learning for all students, teachers use practices and procedures that:
1. are fair, transparent, and equitable for all students;
2. support all students, including those with special education needs, those who are learning the language
of instruction (English or French), and those who are First Nation, Mtis, or Inuit;
3. are carefully planned to relate to the curriculum expectations and learning goals and, as much as
possible, to the interests, learning styles and preferences, needs, and experiences of all students;
4. are communicated clearly to students and parents at the beginning of the school year or course and at
other appropriate points throughout the school year or course;
5. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities
for students to demonstrate the full range of their learning;
6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved
learning and achievement;
7. develop students self-assessment skills to enable them to assess their own learning, set specific goals,
and plan next steps for their learning.

Performance Assessment
[T]he sum of the drills is never equal to fluid, effective,
and responsive performance - no matter how complex
or varied the drills almost every major test (or set of
textbook problems) is a drill test, not a performance
test. (Wiggins, 1993, p. 202)
Program has emphasis on developing leadership
abilities, but this wasnt assessed during & after trip
missed opportunity?

Suggested Changes
Before / During Trip:
Individual writing assignment allow students to choose 1 from the
multiple existing options, but increase (and make clear) the expectations
Journal more early and frequent feedback to ensure they are on track
After the trip, select one entry to speak/write about at length

Performance assessment from self, peers, and teachers to improve

abilities for future legs of trip / future experiences

Suggested Changes
After Trip:
Art piece to symbolize something important from trip
Presentations
Exam somewhat arbitrary value?
Research project motivated by trip but connection somewhat
vague?

References
Cumming, J. Joy and Maxwell, Graham S.(1999) 'Contextualising
Authentic Assessment', Assessment in Education: Principles, Policy
& Practice, 6: 2, 177 194
Ontario., & Ontario. (2010).Growing success: Assessment,
evaluation and reporting in Ontario's schools : covering grades 1 to
12. Toronto: Ministry of Education.
Wiggins, G. (1993). Assessment: Authenticity, context, and
validity.Phi Delta Kappan,75(3), 200-08.