ES Parent Coffee

y p Tuesday 13 September 2011

Assessment in the Elementary School at ISM

You dont fatten a cow b weighing it by h

Anonymous

Essential Questions l Why do we assess? How do we know our students understand so et g? something? What are the different types of assessment we use at ISM? What is criterion based assessment?

Why do we assess our students?

On a piece of paper write down why you think we assess our students at ISM? Discuss as a group group. Share

Why d Wh do we assess? ? The p prime objective is to provide j p feedback on the learning process. Why do we report? To give information to parents about where their child is in particular areas at particular times.

Understanding Think of something that you truly understand. l d d Share this with a partner. p How do we know if we truly understand something?

Assessment identifies what students know, , understand, can do and feel at the g different stages
How do we know a child understands? The 6 facets of understanding are: Can explain Interpret p Apply Perspective p Empathizes Self reflect

Understanding Understanding
Teachers need to make the assessment varied to see what the students can do in a wide range of circumstances. Students need to transfer their learning to t new situations. it ti Unfamiliar situations are important to truly assess ability and understanding.

 Pre-assessment

What are the different types of assessment?

Formative: Assessing FOR learning Summative: Assessment OF the learning Self-assessment Peer assessment

Pre -Assessment Assessment

Importance of p p prior knowledge. g Enables us to know where each individual student is at in relation to this unit / concept. Feeds into differentiation.

Formative Assessment
Formative assessment is interwoven with the d il learning and h l t th daily l i d helps teachers and h d students find out what the students already k l d know i order t plan th next in d to l the t stage in learning. Formative assessment and teaching are directly linked: neither can function effectively or purposefully without the other.

Summative assessment Aims to give teachers and students a clear insight into students understanding. Summative assessment is the culmination of the teaching and learning process, and gives l d pp students opportunities to demonstrate what has been learned.

The soup metaphor

If you are tasting the soup along the way t see what l th to h t needs adding then its g formative. Tasting will feedback into your planning and guide your next steps steps. If you are serving the soup to your guests then its summative. summative Now well get feedback on whether the soup matches the desired results.

Self assessment and Peer assessment

Self assessment is the ability of a student to Self-assessment judge his/her performance, that is, to make decisions about ones self and ones abilities. Peer-assessment involves one student's assessment of the performance or success of another student (usually using some pre predetermined criteria) Peer a d sel assess e t a e g ou ded o ee and self-assessment are grounded on constructivist philosophies that whatever a person discovers himself is what they really know know

Why do we do it?
Teachers use peer and self-assessment to p enhance learning: to increase student involvement in the learning process (e g students assume (e.g. teaching responsibilities) to increase social interactions and trust in others to facilitate individual feedback to focus students on the process rather than the product.

Examples of assessment p strategies

Ob Observations f ti frequently tl Performance assessment authentic and significant challenges and problems i ifi t h ll d bl Process focused assessments how kids perform on a regular b i on skills f l basis kill Selected responses tests and quizzes Open ended tasks written response, drawing, diagram or solution

Criteria based assessment

We need three volunteers.

Criteria
To be outstanding you have to show: Clap for 30 seconds Sh Show creativity i the clapping i i in h l i Show facial expression Varied beat- fast slow Audience participation Movement around the room

Success Criteria
Established criteria It is not a summary of the lesson it is what the students are going to be judged on M i f Main format - b i t rubrics These can be teacher generated or class generated

What is a rubric? Sharing assessment expectations with students

A rubric is a tool that: Lists criteria explaining the desired outcome for student learning. R Removes th mystery f th student. the t for the t d t Can be developed to assess any task including performance tasks. gp Why do teachers use rubrics? To clarify the performance expectations for students, students teachers and parents. parents To serve as a reference during assessment. To focus instruction of learning. We plan with assessment d i i th l ith t driving the learning! i !

Endangered Animals -Rubric Name : ________________

Emerging What are the characteristics/ descriptions of the Needed help by the teacher to locate and copy Developing Proficient Exemplary Located all information about the animal on their own

Needed some help to Needed very little help to locate information about the animal locate information about the animal

endangered animal information

Why are they endangered

Had difficulty explaining the concept

Stated some reasons Stated the reasons why why animals are endangered with prompting animals are endangered with practice and help

Stated why animals are endangered and had an indepth knowledge of the reasons for endangerment without help

What action can we Demonstrated no take to save the animals understanding that we need to take action

Demonstrated some understanding that we need to take action

Demonstrated the understanding that we need to take action need to do so

Demonstrated understanding of the reasons why animals are endangered and knows how to

without explaining why we take action

Thank Th k you. Q Questions?

Other Business - Supervision - AFAC After School Activities ATAC Athletics Activities - MAP Grades 3 & 4 22 S t b 730 830 September Rm. 2123