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Aligning Assessment Practices with the New Curriculum
An evening for Parents Maureen McRae-Stanger Director of Instruction, Learning and Innovation
Aligning Assessment Practices with the New Curriculum An evening - - PowerPoint PPT Presentation
Aligning Assessment Practices with the New Curriculum An evening - - PowerPoint PPT Presentation
Aligning Assessment Practices with the New Curriculum An evening for Parents Maureen McRae-Stanger Director of Instruction, Learning and Innovation Traditional Acknowledgement 2 Learning Targets PARTICIPANTS WILL BE ABLE TO: and the
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Learning Targets
PARTICIPANTS WILL BE ABLE TO:
- Un
Understan and the rationale for changes to the BC curriculum
- Ex
Explo lore e the language of assessment
- Un
Understan and the need for alignment
- Se
See how report cards are beginning to look different 3
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Think, Puzzle, Explore
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Ministry of Education: Why Change?
Capab Capable young ung pe peopl ple thri riving ng in n a a rapi rapidly chang anging ng wo worl rld
We We need an educa cation system that:
- better engages students in their own learning
- fosters the skills and competencies they will need to succeed
Fo Focus on:
- personalized learning
- quality teaching and learning
- flexibility and choice
- high standards
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The Curriculum Shift: Then and Now…
Lynn nn Ericks kson n
2-D: D: Know
- wle
ledge and Skills lls 3-D: D: Understa tanding
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Curriculum Framework
Co Core e Co Compet eten encies ies Le Learn rning St Standard rds
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Core Competencies
10 Co Commu mmunication Critical and Creative Th Thinking Pe Personal, Social, and Cultural
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Big Ideas
- for all students
- concept based
- cross grade levels
- cross curricular areas
- deep and enduring
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Learning Standards
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Aboriginal World Views/First Peoples Principles of Learning
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Alignment
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How I Used to Assess How I Assess Now
Shifting Our Practice…
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The Language of Assessment:
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What is Assessment?
Ev Evidenc ence e of stu tudent ent lea learni ning ng:
- Fo
Formative: e: feedback to improve learning
- Sum
Summativ ive: snapshot at the “end”, after lots of feedback and practice
§ focuses on kn
know
- w, do,
- , understand
§ va
varied and freq requen ent over time
§ stu
tuden ent involved-at at c centre of process
§ teacher constantly ref
reflect ecting/adjusting
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Evaluation
- pr
professional judgement of the assessment evidence; based on criteria and standards
- no
not an n aver erage ge of sco cores es
- consideration of mo
most c consistent & & r recent pe performance ce level
- drives teacher planning
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Communicating Student Learning
- co
communica cation of performance ce to student/parent
- fre
freque uent: infor forma mal and forma formal
– phone calls – student led conferences – emails – report cards…
- pe
perf rform rman ance lan anguag age: meeting, exceeding etc…
- includes student’s ability to kn
know, do and understand
- includes plans for growth and im
improve vement
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Assessing Know, Do, and Understand
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Kn Know
- w:
- co
content
- fa
facts, informa formation
- n
Do: Do:
- sk
skills s and d processe sses
- “h
“how w to” Un Under erstand:
- appl
apply an and tran ransfer r knowledge an and skills to a a new situat ation
- de
deep, endu during
Mo Most difficul ult to as assess=und unders rstand anding ng
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Impact of Assessment Shifts
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Assessment Supports from the Ministry
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SHIFT from TERM to TREND Grading
Term Grading: focuses reporting on the content/units covered during a specific reporting period. Each term reports on different content/skills and the marks for each term are in isolation. The third or final term report is typically an average of all three terms. Example:
u
Term 1: ELA Grade 3--Approaching Expectations
u
Term 2: ELA Grade 3--Exceeding Expectations
u
Term 3: ELA Grade 3--Exceeding Expectations
u
Final: ELA Grade 3: Meeting Expectations
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Cumulative Grading: focuses reporting on understanding, skills, and processes in relation to
- content. These understandings, skills, and processes
are taught over the entire year, not just in one term. Example:
u
Term 1 = Formative: a snapshot in time based on most recent and consistent performance of understanding and skills
u
Term 2 = Formative: a snapshot in time based on most recent and consistent performance of understanding and skills
u
Term 3 = Summative: a look back at the whole
- year. The final summative progress grade
assigned should be the most consistent/recent. This is referred to as “trend” reporting.
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Shifting Reporting
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