Educators are now using the terms assessment for learning and assessment of learning to differentiate between the coaching and judging functions teachers carry out in their classrooms.

Assessment for Learning encompasses both diagnostic (initial) and formative (feedback) assessment; it is assessment that occurs during the instruction process. Its primary function is to help students improve their learning.

Assessment of Learning includes all summative assessment. It occurs when a teacher wants to determine the extent of a student's achievement in relation to the provincial standard.

Comparing Assessment FOR Learning and Assessment OF Learning
Assessment FOR Learning	Assessment OF Learning
designed to assist teachers and students by checking learning to decide what to do next used in conferencing uses detailed and descriptive feedback in words, not scores focuses on improvement of student's previous best	designed to provide information to parenst, school, and board level administration, as well as students presented in periodic report summarizes information with numbers or letter grades compares student's achievement with provincial standard

 

Related Links Plan-Teach-Assess by Damian Cooper Student Project Assessment Edutopia: Assessment PowerPoint Presentations Assessment to Improve Learning Damian Cooper Assessment Slides (elementary) (4.2 MB) Damian Cooper Assessment Slides (secondary) (1.8 MB)

 

”In assigning grades, teachers need to exercise their professional judgment, and not just use mechanical numerical calculations.” “There are no right grades… only justifiable grades” Ken O’Connor The Mindful School “How to Grade for Learning”

The Best Online Sources for Rubrics

• http://rubistar.4teachers.org/index.php
• http://www.rubricbuilder.on.ca/
• http://eduscapes.com/
• http://www.teach-nology.com/web_tools/rubrics/
• http://www.harding.edu/USER/dlee/WWW/webquest/RUBRICBUILDING.HTM
• http://www.ncsu.edu/midlink/rub.multi.htm

A. Evaluation of Ontario Curriculum Expectations

Program Planning and Assessment
http://www.edu.gov.on.ca/eng/curriculum/secondary/progplan912curr.pdf

"Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances and tests) that accurately reflects how well a student is achieving the curriculum expectations in a course or subject. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria and assigning a value to represent that quality.

Rubrics

Some rubrics are designed to give separate scores (levels) for the categories of achievement being assessed in this performance task that apply to specific curricula.
It is good assessment practice to:

• explain the rubric to the students before they begin any assessment activity;
• to complete the “Teacher Comment Section” of the rubric with what you liked best about the student’s work and what one thing they should work on before another similar task in the future.
• send home or keep in a portfolio the “Student Copy” of the task, the student’s work and the assessment rubric.
• you may be interested in developing Rubrics at www.Rubistar.4teachers.org.

B. LDCSB Assessment Documents

C. Effective Elementary Assessment and Evaluation

	Effective Elementary Assessment and Evaluation: Classroom Practices Clarifying Assessment, Evaluation, and Reporting How do we know that we are assessing and evaluating in a balanced manner? "Teachers ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories of the Achievement Charts, and that achievement of particular expectations is considered within the appropriate categories."
The four categories of the Achievement Charts should be considered as interrelated, reflecting the wholeness and interconnectedness of learning. Students have had varied opportunities to demonstrate learning within each category of the Achievement Chart by saying, writing and/or doing. Quality assessment tasks include all categories of the Achievement Chart." Implications for Practice "Provide time in class to assess." "Organize cross-curricular assessment tools." "Plan rich assessments which take into account all four categories" "Understand what work at each category/level looks like." Optimize opportunities for integration. Include a variety of assessment tasks to meet individual needs and learning styles. Strategies for Success Use alternative assessment tasks. Plan for opportunities to observe and dialogue with students. Acknowledge that some students may need more time/differentiated assessments. Track homework and independent habits separately as learning skills. Consider achievement across all categories to determine the most consistent level with consideration for more recent. Use category-based tracking sheets. Use an integrated approach whenever possible to optimize time and practice for students. Take multiple intelligences and learning styles into account when planning for instruction, practice, and assessment. Develop/provide students with tools to support self and peer assessment. Participate in related P.D. opportunities and access available resources. Plan with the end in mind by ensuring that tasks are varied and include all categories in the achievement chart. Cluster the overall and specific expectations to create rich and varied assessment tasks that capture the key learnings.
NEW! Consistency in Classroom Assessment: Support Material for Educators (PDF)
D. Thinking About Assessment Damien Cooper's "Talk About Assessment" is a resource document that will frame much of the professional development teachers experience in the coming years.   For information on how to order a copy, contact your principal (within the LDCSB).