Plan Assess Evaluate PDF

PLANNING, ASSESSMENT
and EVALUATION
New Teacher Induction Program - 2011 Page 55

Professional Development and Training
In the context of what the Bruce-Grey Catholic District School Board is

already offering, professional development and training on "Planning, Assessment
& Evaluation", specific to the needs of new teachers, should include the following
core content:
• Curriculum-focused long- and short-term planning, keeping the end in

mind: what students need to know and will be able to do
• Selecting and using ongoing classroom assessment strategies and data
to inform instruction and plan appropriate interventions to improve
student achievement
• Using assessment and evaluation strategies that are appropriate to the
curriculum and the learning activities, are fair to all students, and
accommodate the needs and experiences of all students, including
English language learners and students with special education needs
• Providing students with numerous and varied opportunities to
demonstrate the full extent of their achievement without overwhelming
them
• Collecting multiple samples of student work that provide evidence of
their achievement
• Referring to exemplars to assess and evaluate student work
• Using provincial achievement charts to assess and evaluate student
work
• Selecting and using effective strategies to support students'
self-monitoring, self-assessment, and goal-setting for their own
learning
• Informing and helping students and parents to understand the
assessment and evaluation strategies to be used and giving them
meaningful feedback for improvement
• Applying provincial report card policies and board guidelines for
reporting on student achievement

About Core Content
• The Bruce-Grey Catholic District School Board offers professional
development and supports to all their teachers in order to ensure quality
teaching and improved student achievement.
• Effective professional development must be manageable, relevant, timely,
and appropriate to the daily responsibilities of new teachers.
• The above core content has been developed in an effort to support new
teachers as they progress along a continuum of professional development
through their first year in the profession. As with all areas of learning,
proficiency will develop over time.
• The core content is not to be viewed as a checklist of activities to
undertake or an assessment tool to gauge the teacher’s performance.
• It is intended as a guide for individual choice regarding professional
development and training activities for new teachers.

New Teacher Self-Reflection Tool
The following variety of questions is designed for teacher self-reflection. You m ay wish to
use a selection of the questions below as starting points in conversations within your m entoring
relationship and when planning and revising your Individual NTIP Strategy.
• How would I describe m y long- and short-term planning process?

• During planning, do I keep the end in m ind and then give m y students a clear sense
of where we are going?
• W hat strategies am I using to identify the learning needs of all students? W hich
strategies have been m ost and least successful?
• W hat different assessm ent strategies, including observation and performance tasks,
am I using? Are there others that I would like to try?
• Are m y assessm ent and evaluation strategies appropriate to the needs of my
students, the curriculum expectations being assessed and the learning activities
being used? (Do I have too few, enough, or too m any assessm ent activities?) How
do I know this?
• W hat tools (such as rubrics, checklists) am I using to track student progress and
inform instruction? Are there other tools that I would like to try?
• Do I share assessm ent tools with students when they start an assessm ent task? If
not, how could I integrate this into m y classroom practice?
• To what extent am I giving students m ultiple opportunities for practice and
feedback?
• In what ways do I give m y students feedback for im provem ent?
• How am I using assessm ent inform ation to inform m y instruction?
• W hat have I noticed about how m y students respond to feedback?
• How do I use the provincial achievem ent chart(s) to assess and evaluate student
work?
• Do m y assessm ents reflect a balance of the achievem ent chart categories? If not,
how can I achieve this balance?
• To what extent have I been using exem plars/anchors in: m y lessons? m y assessm ent
of student work? my com m unication with students and parents?
• W hat strategies, including m odeling, am I using to develop and encourage students'
self-m onitoring, self-assessm ent, and goal-setting skills? Is there evidence that
students are internalizing these skills?
• Do I understand the provincial report card policies and school board guidelines for
reporting student achievem ent? If not, where do I need clarification?
• How am I using assessment data to develop class profiles in order to look for
patterns and trends?
• How am I using assessm ent data to group students according to needs and interests
(large and sm all groups)?
• To whom do I turn when I have a question about planning, assessm ent, and
evaluation?
• W hat kind of support or new learning do I need in order to plan, assess, and evaluate
even more effectively?
• ?
Using This Tool

This use of this m aterial is optional and you are invited to use only the strategies and tools that are
specific to your needs and interests.

First Day Checklist
Are you familiar with:
9 the school schedule

9 the gym and library schedule
9 the duty schedule
9 yard protocol
9 expectations for the yard and hall
9 opening announcements
9 attendance protocol
9 lunch expectations
9 school code of conduct
9 students with allergies
9 washroom rules
9 students with Individual Education Plans
9 parental issues
9 busing procedures
9 arrival and dismissal procedures
9 expectations concerning long and short range plans
9 performance appraisal
9 school year calendar
9 procedures for reporting to parents/guardians
9 Emergency Procedures Manual
9 Board documents (e.g. Program Safety Manual)
9
9

First Day
9 Is your room ready?

You should have a few things up on bulletin boards, but save lots of space for student work
to be added the first day or two, and room to co-create rubrics with your students. Have
you scheduled your day in accordance with Board and Ministry requirem ents?
9 Do you have nam e tags for the students and for their desks?
Be sure to have extras in case you have new students enrolling in the first week. For
younger students, you m ay want to consider lam inated nam e tags that they could wear as
necklaces throughout the year.
9 Have you planned your first week along with the m aterials required?
You m ay not get through everything but you will feel better knowing that you are ready and
over prepared if necessary.
9 Is your classroom planned as a sacred space? Do you have a prayer table? A bible? A
rosary?
9 Do you have a selection of relaxing m usic that could be played in the background
w hile students are w orking?
9 Do you have books, m ath m anipulatives, educational gam es out (or on the SM ART
board) and ready for students to use as they arrive in class?
These could free you up to greet students and talk initially with parents who drop their
students off .
9 Do you have portfolios/folders labeled for each student?
9 Do you have assignm ents/projects for your students to com plete and take hom e
the first day?
9 Have you selected stories/poem s to read and have you developed follow-up
activities?
9 Have you developed an inform ation package/newsletter to send hom e about

yourself, your rules and expectations, and your classroom routines and schedule?
9 Do you have som e (or all) of the following item s tucked aw ay in a draw er?
- aspirin/Tylenol
- deodorant, toothbrush, toothpaste, hand lotion, etc.
- anti-bacterial soap for washing your hands
- baby wipes for washing little hands
- a good supply of bottled water to keep your throat from drying out
9 Do you have the following item s on your desk?

- a picture of your fam ily or pets
- an inspirational calendar of som e sort
- washroom passes (if you are using them )
- your day plan, your IEPs

9 Are the follow ing item s on student desks?
- notebooks/work folders
- textbooks
- name tags
- sharpened pencils, crayons, erasers, etc.
9 Do you have a paper where parents can sign up to help in the room or leave you a
note if they (or you) are too busy to talk after they drop their child off?
9 Have you prepared an ice breaker/m ixer for the beginning of the day so that
students get to know each other and you?
9 Have you considered how and where your students will spend tim e before school?
If they com e directly to the classroom , what activities/procedures will you use until the bell
rings and it is tim e for the class to begin?
9 W hat will you use as a signal to get the students' attention?
9 How will you choose student helpers both the first day of school and throughout
the year?
9 W hat is your policy about excusing students to use the washroom during
instructional tim e?
9 Have you built in tim e to explain routines (library, recess, lunch, transition from
one subject to another, etc.)
9 Have you planned to discuss with students the rules and expectations for the class
including procedures for handing in work, hom ework, entering and leaving the
classroom , lunch and recess?
9 W ill you provide students with an overview in writing of things that they will need
to have for the com ing school year (e.g. coloured pencils)?
9 How will you let parents know of the need for a second pair of shoes for indoors (if
required)?
9 W hat are the procedures for fire drill, etc. and how will you ensure that students
are fam iliar with them ?
You m ay consider taking younger students on a walking tour of the school, showing them
where they would m eet and line up during a fire drill.
9 W here do you w ant students to keep their jackets, backpacks, lunch boxes, etc.
9 Do you have a seating plan ready and have you organized the classroom
effectively?

What Is A Portfolio?
Based on num erous professional readings, the definition of a portfolio encompasses several
criteria. For exam ple:
• It is a valuable tool for achieving m any expectations teachers, others and students
have for student learning.
• A portfolio is an im plem entation to encourage goal setting and develop skills of
reflection and self-assessm ent.
• It teaches the learners to be problem solvers and reflective thinkers.
• Maintaining a portfolio increases student responsibility for their own learning and
helps them to think critically of their selections.
• It helps them to becom e life-long learners.
• A portfolio is a system atic collection of student's work that displays aspects of the
learner's capabilities and successes.
• It is a picture of progress and can show m astery.
• It provides a way of evaluating not only the finished product but also the process in
which learning takes place.
• A portfolio strengthens the connection between students and expectations that m ust
be achieved.
• It prom otes and enhances self-esteem and m otivation to learn and to be proud of
their accom plishm ents.
Guidelines For Portfolio Success
• Establish a clear purpose

• Collaborate with students on rubric design and setting criteria guidelines
• Have students identify strengths and goals
• Conference about goals and next courses of action
• Visible and accessible to students throughout day
• Involve students in the collection of samples (helps create ownership)
• Frequent practice placing work in files
• Provide tim e to reflect (orally or written)
• Teacher needs to be knowledgeable about students needs and goals
• Teacher needs to turn over som e of the control to students
• Point out the concrete connection between school and real life

Ways To Implement Portfolios
• Start slowly
• Read professional books
• Experim ent with strategies
• Make adjustm ents along the way
• Learn new assessm ent strategies
• Lim it the quantity of sam ples to em phasize quality
• Insert and delete artifacts as growth continues
• Com m unicate and involve parents
• Share results and frustrations with colleagues
• Provide tim e to reflect and celebrate the accom plishm ents

PLANNING

NTIP Requirement
Planning
Although we are presenting this as its own section, planning is inextricably linked with
assessm ent, instruction, equity and m eeting the needs of diverse learners within your class. It is
im portant to plan with a balance between the course/subject expectations and the needs of your
learners. This is highlighted in greater detail in the assessm ent for learning section, where
diagnostic assessm ent is used to determ ine instructional starting points. In order to set your
students up for success, it is im portant to m eet them where they are academ ically (zone of actual
developm ent) before scaffolding into new learning.
Key Messages
• The central purpose of curriculum planning is to promote student

learning and increase student achievement.
• The Bruce-Grey Catholic District School Board uses a results-based

learning and teaching approach which means that planning begins with
the end in mind (Design-Down Planning). The "end" is defined by the
curriculum expectations as outlined in The Ontario Curriculum.
• Teachers are expected to have long-range plans (comprised of at least

a program area/course of study overview and an overview of
expectations to be addressed), unit plans, and lesson plans.
• Effective planning must be accompanied and informed by knowledge of

the learners, assessment literacy, instructional literacy and inclusive
practices.
• Teachers are expected to use the teaching/learning cycle and develop

an assessment plan which demonstrates that assessment informs and
guides instruction, engage students by creating a dynamic technology
classroom and scaffold new learning through the use of the gradual
release of responsibility instructional approach (A Guide to Effective
Literacy Instruction, 2006).

Practical Applications
Teachers are encouraged and required to read through the entire Teacher Performance
Appraisal (TPA) inform ation paying careful attention to the com petencies and look-fors listed in the
Sum m ative Report Form . W e have isolated a few specific look fors that pertain directly to planning.
This is not a com prehensive list and does not preclude the understanding that teachers will read
the entire TPA booklet.
W hen applying the Standards of Practice to the planning process teachers are encouraged to
dem onstrate m any practices including the following:
A. Com m itm ent to Students and Student Learning which includes:
Develop Inclusive, Safe, and Supportive Learning Environm ents

T establishes an environm ent that m axim izes learning
T dem onstrates a positive rapport with students
T effectively m otivates students to im prove student learning
T prom otes student self-esteem by reinforcing positive behaviours
T encourage students to becom e active, inquisitive and discerning citizens
Utilize Thoughtful and Intentional Instructional Approaches

T shapes instruction appropriately so that it is helpful to students who learn in a
variety of ways
T effectively supports and/or assists students in m eeting their academ ic, social and
em otional needs by addressing their individual needs
T assists learners in practising new skills by providing opportunities for guided and
independent practice (uses com ponents of sound lesson planning and the gradual
release of responsibility m odel)
T addresses issues of equity and diversity by planning appropriate experiences
T em ploys effective questioning techniques that encourage higher level thinking skills
T encourage students to know about, reflect on and m onitor their own learning
B. Professional Know ledge is exhibited through w ays to identify and respond to:
Knowledge of the student, curriculum , instructional approaches, and the learning

environm ent including:
T recognize that prior learning, background knowledge and personal experiences
im pact future learning
T shape instruction so that it is helpful to all students as they learn in a variety of ways
T m otivate students
C. Teaching Practice
Utilize Thoughtful and Intentional Instructional Approaches

T collaborate with professional colleagues to support student learning
T apply knowledge of a student's physical, social and cognitive development
T respond to learning exceptionalities and special needs
T adapt teaching practice based on student achievem ent
T integrate a variety of teaching and learning strategies, activities, and resources
T apply teaching strategies to m eet student needs

D. Leadership and Community
Develop inclusive, safe, and supportive learning environm ents

T create opportunities for students to share their learning with their classm ates,
schoolm ates, parents and the com m unity
E. Ongoing Professional Learning
Engage in a continuum of professional growth:

T collaborate with colleagues to im prove practice
Considerations
T Collaboratively planning with a m entor, grade partners, lead teachers, division

leaders, colleagues and/or departm ent heads is an excellent way to experience the
design down process. Meaningful discussions, planning m odels, shared creation and
guided practice will enhance your understanding of the planning process and prepare
you for independent creation of long-range, unit, lesson and day plans.

ASSESSMENT and
EVALUATION

NTIP Requirement
Assessment and Evaluation
Classroom assessm ent that is fair and provides accurate inform ation about student
achievem ent can serve to support instructional and program im provem ent and increase student
m otivation and achievem ent. Effective assessm ent occurs when there is a clear understanding of
the knowledge and skills students are expected to dem onstrate as a result of their learning at each
grade. Effective program delivery occurs when diagnostic, form ative and sum m ative assessm ent
data are correctly interpreted and used to m ake decisions about initial instruction, intervention,
future instructional strategies, evaluation and com m unication.
Key Messages
T The primary purpose of assessm ent is to im prove student achievem ent.

T Assessm ent continually guides the developm ent, im plem entation and support of
instruction.
T Students need to receive tim ely, specific and directive feedback in order to m eet the
grade/course expectations and assessm ent targets.
T Diagnostic assessm ent of content knowledge, skill level, use of literacy, num eracy
and m etacognitive strategies will serve as baseline data and inform instructional
starting points.
T Form ative assessm ent provides valuable feedback to the students, parents/guardians
and teachers outlining strengths, needs and next steps.
T Sum m ative assessm ents or assessm ent of learning provides students with m ultiple
and varied opportunities to dem onstrate the full extent of their learning.
T Evaluation occurs at the end of a grading period and is reported as a num ber
(percentage), level, or letter grade in accordance to the achievem ent chart.
Professional Applications (Standards of Practice)
Teachers are encouraged and required to read Ontario College of Teachers Mem ber's
Handbook, 2006 (available on the New Teacher Sharepoint). W e have isolated a few specific
look-fors that pertain directly to assessm ent and evaluation. This is not a com prehensive list and
does not preclude the understanding that teachers will read the entire Mem ber's booklet.
W hen applying the standards of practice to the assessm ent and evaluation process teachers
are encouraged to dem onstrate many practices including the following:
A. Commitment to Students and Student Learning
Care and com m itm ent for students involves engaging and supporting student learning,
treating students equitably and with respect, and encouraging students to grow as
individuals and as contributing m em bers of society and assisting students to becom e lifelong
learners. This m ay be dem onstrated in a number of different ways including:
T Modeling for students curiosity, enthusiasm and the joy of learning;
T accom m odating the differences in students and respect their diversity; and
T encouraging students to know about, reflect upon and monitor their own learning.

B. Professional Knowledge
Professional knowledge involves knowing the curriculum , the subject m atter, the students
and instructional practices. This m ay be dem onstrated in a num ber of ways of knowing:
T how to recognize strengths and weaknesses of students;
T that teaching students with exceptionalities requires the use of specialized
knowledge and skills;
T ways to connect curriculum expectations to curriculum resources and technologies;
T how to m otivate students; and
T how to assess and evaluate student learning, student approaches to learning and the
achievem ent of curriculum expectations.
C. Teaching Practices
Applying professional knowledge to the changing context of the learning environm ent to
prom ote student achievem ent is dem onstrated as teachers reflect, m odify and refine
teaching and assessm ent practices by:
T collaborating with professional colleagues to support student learning;
T applying knowledge of student backgrounds, experiences and learning styles;
T applying knowledge of how students develop and learn;
T applying knowledge of a student's physical, social and cognitive developm ent;
T responding to learning exceptionalities and special needs;
T adapting teaching practice based on student achievem ent
T com m unicating clear, challenging and achievable expectations for students;
T gathering data on student performance using a variety of assessm ent strategies;
T keeping a continuous and com prehensive record of group and individual
achievem ent;
T reporting and providing ongoing feedback of individual achievem ent to students and
parents;
T integrating curriculum expectations into current teaching practice;
T reflecting on current practice to determ ine if needs of individuals and groups of
students are being m et; and
T m odifying and refining teaching practice using a variety of sources and resources.
D. Leadership and Community
Educational leaders work to create, sustain and enhance their learning com m unities through
collaboration with all stakeholders including students, colleagues, adm inistrators,
parents/guardians and com m unity partners. This collaboration m ay include:
T exercising professional integrity and judgem ent;
T learning with and from their students, colleagues and others in com m unities of
learners;
T effecting innovative changes through decision-m aking, initiating change, and
evaluating and com m unicating results; and
T acknowledging and celebrating effort, success and achievem ent.

E. Ongoing Professional Learning
The interdependence of teacher learning and student learning is acknowledged as teachers

engage in a continuum of professional growth to im prove their practice. This m ay be
dem onstrated by:
T understanding that teacher learning is directly related to student learning and
achievem ent;
T acting as role m odels who dem onstrate lifelong learning; and
T understanding that teaching practice is enhanced by many form s of knowledge, ways
of knowing and ways to access that knowledge.
Resources
In A Guide to Effective Literacy Instruction, Grades 4 to 6, Volume Two:

Assessment there are useful reflective tools and a good explanation of the
planning/assessment cycle.
T Key messages for Teachers and Students

T Checklist for an Inclusive Classroom Community
T The Literacy Assessment, Planning and Instruction Cycle
T Tips for Teachers: Sample Questions About Listening, Speaking,
Viewing, and Representing
T Numerous templates for self and teacher assessment
The document, Growing Success: Assessment, Evaluation and Reporting in Ontario

Schools is essential reading for Grade 1 to 12 teachers. The final version which will
cover K to 12 is being released in 2011.
The Seven Fundamental Principles
To ensure that assessm ent, evaluation, and reporting are valid and reliable, and that they lead
to the im provem ent of learning for all students, teachers use practices and procedures that:
• are fair, transparent, and equitable for all students;

• 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, Métis, or Inuit;
• are carefully planned to relate to the curriculum expectations and learning goals and, as m uch
as possible, to the interests, learning styles and preferences, needs, and experiences of all
students;
• are com m unicated 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;
• are ongoing, varied in nature, and adm inistered over a period of time to provide m ultiple
opportunities for students to dem onstrate the full range of their learning;
• provide ongoing descriptive feedback that is clear, specific, meaningful, and tim ely to support
im proved learning and achievem ent;
• develop students’ self-assessm ent skills to enable them to assess their own learning, set specific
goals, and plan next steps for their learning.

Assessment Guiding Principles
The primary purpose of assessment is to improve student learning.

T Assessm ents engage, m otivate and inspire learners to strive for academ ic excellence.
T Providing directive, corrective, tim ely and specific feedback m oves students toward
achievem ent targets based upon curriculum expectations and achievem ent chart.
T Instructional strategies are modified based upon inform ation gleaned from
assessm ents.
T Students are able to track and m onitor their achievem ent and can articulate
strengths, needs and next steps.
Assessment practices are fair and equitable for all students.

T Students m ust know and understand the criteria and m ethods that will be used when
assessing their work.
T Teachers m ust use assessm ent m ethods that are designed to provide students with
opportunities to dem onstrate the full extent of their learning.
T Flexible, varied, and inclusive m ethods of assessm ent allow all students an equitable
opportunity to dem onstrate their learning.
Communication about assessment is ongoing, clear and meaningful.

T Tim ely inform ation about the purpose, nature and use of assessm ent data m ust be
com m unicated to adm inistration, students and parents/guardians.
T Individual student assessm ent inform ation is truly m eaningful when it results in
students, teachers and parent/guardians having a clearer understanding of what the
student knows and is able to do, and s/he needs to learn to do next.
Professional development and collaboration support assessment.

T As a professional, life-long learner and reflective practitioner, teachers understand
the critical role of assessm ent and engage in ongoing professional developm ent to
enhance their assessm ent literacy.
T Professional developm ent surrounding assessm ent literacy may include collaborative
data analysis, working with exem plars, m oderated m arking, lesson study and
analysis of student work.
Partners in education are involved in the assessment process.

T The accuracy and im pact of assessm ent is increased when teachers, students,
parents/guardians, educational assistants and professional support staff have a clear
and com m on vision of what is expected of students.
T W hen all partners of the learning com m unity work together to take steps to support
all students we increase the likelihood that all students will achieve curriculum
expectations.
Assessment practices are regularly reviewed and refined.

T Reflective practitioners exam ine assessm ent practices and data through various
lenses including accuracy, efficiency, effectiveness and equity as criteria for success.
T W hen teachers review assessm ent practices they consider planning assessm ents with
the end in m ind and use assessm ent data to determ ine instructional starting points,
ways to scaffold student learning and as checkpoints for further instruction.

Assessment Practices Focus Teaching, Learning and Achievement
Types Enables Teacher: Enables Student: Examples
Diagnostic - to determine specific learning - assess their own - surveys, checklist,

(gathered strengths, needs and interests in performance in relation questionnaires
before new relation to the grade/course to grade/course - selected
learning) expectations (learner profile) expectations responses
- to establish instructional starting - communicate interests - think and/or read
and intervention points - demonstrate current alouds
- to inform instructional level of skills, knowledge - DRA, PM
approaches, possible and use of strategies Benchmark,
accommodations and/or - participate in goal Alpha-Jeune
modifications setting
- to identify significant gaps in
prior knowledge
- to select skill and age
appropriate resources
Formative - to monitor progress and guide - see targets and know - surveys, checklist,
(gathered and support instruction to ensure what meeting questionnaires
throughout the that resources and instructional expectations “looks like” - selected
gradual approaches are enabling - use and cooperatively responses
release of students to progress develop scoring guides - think and/or read
responsibility - to provide multiple and varied (e.g. rubrics, rating alouds
instructional opportunities to demonstrate scales, checklists) - journals
model) learning - assess and track their - labs
- provide timely, specific, directive own progress using - short answer
and descriptive feedback (oral criteria, exemplars and questions
and written) teacher, self and peer - constructed
- modify instructional approaches feedback response (e.g.,
and resources - identify strengths, needs paragraph)
and next steps
Summative - to gather information based on - to understand how their - performance: lab,

(gathered student achievement in relation work will be assessed role play, puppet
after to achievement charts, - to provide evidence of plays
significant exemplars and grade/course their learning - oral:
independent expectations - understand their own presentations,
practice and - to communicate (to students an achievement and seminars,
cumulative parents/guardians) the methods participate in goal- debates, think
demonstration and tools used to assess student setting for the future aloud
of student achievement - written: essays,
achievement) - provide students with multiple reports, graphic
and varied opportunities to organizers,
demonstrate the full extent of articles, journals,
their learning newspapers,
- use the achievement chart editorials,
categories and levels to analysis
determine how well students - visual: comic
have achieved the curriculum books,
expectations storyboards,
- use information to determine the posters, models,
success of their instructional sculptures, maps,
approaches and resources graphs

Stages in the Assessment Process
Assessment before new learning Assessment during learning
PURPOSE
The teacher gathers information about each student's The teacher regularly assesses the development of the
current knowledge and skills. This diagnostic student's skills
assessment helps the and teacher to plan the uses this information to adjust instruction and
learning priorities and the next steps for instruction programming to meet the student's changing needs. The
for the whole class as well as for individual learners. most reliable forms of assessment are the teacher's
routine observations of student behaviours during daily
instruction. Authentic, classroom-based assessment
helps the teacher and student to understand the
student's achievement level and rate of improvement. It
equips the teacher with an extensive record of the
student's developing skills, whim can be referred to in
determining next steps for learning.
FOCUS QUESTIONS
• What do I want my student to learn? • How will I know my student is achieving the learning
• What can my student already do? goals?
• What relevant prior learning or cultural • What other resources do I need to support my
experiences does my student have? student’s progress?
• What are the needs and/or learning styles of my • Am I providing all students with multiple and varied
student? assessment opportunities to demonstrate their
• How do I engage the student in setting personal learning?
learning goals? • Am I providing all students with ongoing coaching and
• How will I differentiate my instruction to meet the feedback?
needs of my student? • Am I encouraging all students to reflect on their
• How will I communicate my assessment strategies progress?
to my student?
CONSIDERATIONS
Sources of information include: the student's Multiple and varied sources of assessment information
Individual Plan (IEP); the current stage of language include:
acquisition for second-language learners; learning conferences; portfolios, learning log, written answers to
style inventories; assessment data from quizzes and tests, selected responses, response journal,
province-wide and board-wide assessments; student exhibitions, demonstrations, and performances;
conferences and interviews with the student. teacher observations; and student responses to oral
responses to oral questioning. questioning.
COMMUNICATION
Learning goals are a cornerstone of student success. In ongoing communication with the students and parents,
The teacher involves the student in identifying the teacher provides timely, constructive feedback about
learning goals that are clear, shared, doable, the student's progress. This feedback can be given
measurable, ongoing, and timely, and explains the informally or in planned conferences. Ongoing
criteria that will be used to evaluate the student's communication helps all partners to share in supporting
work. Parents become active partners when teachers the student's
and students communicate the learning goals to learning goals.
parents and encourage their support in achieving the
goals. Ongoing communications with other school staff helps the
school team develop a well-rounded picture of student
To build a whole-school approach to student success, progress in the school and to promote accountability for
teachers regularly discuss their assessment student progress over time. Staff continually address a
strategies in a range of staff forums, including range of opportunities and needs for the whole school,
in-school review committees. These communications including second-language support and support for
include a review of exemplars, as well as discussions struggling students.
about second-language support and support for
struggling students.

Results of learning Evaluation, reporting, and next steps
PURPOSE
After instruction and opportunities to practise, At planned intervals throughout the school year, the
students demonstrate what they know and can do teacher analyses the collection of assessment
independently. This usually requires collection information and assigns a level of achievement. The
students to apply what they have learned in an evaluation that results from this analysis reflects the
authentic context that draws on a number of skills, teacher's professional judgement about the
including higher-order thinking. The assessments student's most consistent achievement (giving
are summative, in the sense that they aim to sum consideration to the most recent achievement). The
up the student's cumulative learning and apply it in evaluation is recorded on the provincial report card.
a particular context at a point in time. Results
indicate the student's current level of achievement
and may indicate areas needing further
development or extension.
FOCUS QUESTIONS
• Has my student met the curriculum expectations • Has my student met the curriculum expectations
that were the focus of this assignment or task? for this term? If not, why not?
• Are these results consistent with other evidence • What evidence do I have from my student's
about my student's skills? If not, what could assessment profile and other records to support
account for the variance? my evaluation?
• What do these results tell me about my student's • What are the priorities and next steps for my
strengths and learning gaps? student's learning.
• From this evidence, what are the next steps for
my student's learning?
CONSIDERATIONS
Effective performance tasks: require higher-order Teachers understand the difference between
thinking; involve inquiry to construct knowledge; assessing student learning and evaluating
relate to the broad categories of achievement and independent student work, and delay the judgment
expectations outlined in the provincial curriculum; associated with evaluation until students have had
make connections across subject areas; and relate frequent opportunities to practise and apply new
classroom learning to the world beyond the learning and to refine their control of the skills and
classroom. strategies they are developing.
COMMUNICATION
Independent performance tasks following instruction The provincial report card is a tool for c
provide opportunities for the learner, student, communicating the student's achievement to the
parents, and school staff to gauge the student's student, the student's parents, and other teachers.
progress towards achieving the curriculum The grade is made more meaningful by the
expectations. In addition to guiding instruction, teacher's authentic comments about the student's
these results form the basis of evidence that strengths, weaknesses, and the next steps for
teachers use to evaluate student performance for learning. The reporting process includes an
the report card, and they can also provide data to opportunity for a student-parent-teacher conference
measure progress towards school and board targets. to review student work, clarify understandings, and
plan next steps and goals for learning.
Student grades can also be aggregated (collected,

sorted, and analyzed) in different ways to provide
information for school success planning.
Source: Literacy for Learning, The Report of the Expert Panel on Literacy
in Grades 4 to 6 in Ontario, 2004

Assessment for, as and of Learning
The Purposes of Assessment, the Nature of Assessment for Different Purposes, and the Uses of Assessment
Information
Purpose of Classroom Assessment Nature of Assessment Use of Information
Assessment for learning Diagnostic assessment: The information gathered:

“Assessment for learning is the • occurs before instruction • is used by teachers and students
process of seeking and interpreting begins so teachers can determine to determine what students
evidence for use by learners and their students’ readiness to learn new already know and can do with
teachers to decide where the learners knowledge and skills, as well as respect to the knowledge and
are in their learning, where they need obtain information about their skills identified in the overall
to go, and how best to get there.” interests and learning preferences. and specific expectations, so
(Assessment Reform Group, 2002, p. 2) teachers can plan instruction
and assessment that are
differentiated and personalized
and work with students to set
appropriate learning goals.
Formative assessment: The information gathered:

• occurs frequently and in • is used by teachers to monitor
an ongoing manner during students’ progress towards
instruction, while students are achieving the overall and
still gaining knowledge and specific expectations, so that
practising skills. teachers can provide timely and
specific descriptive feedback to
students, scaffold next steps,
and differentiate instruction
and assessment in response
to student needs.
Assessm ent as learning Formative assessment: The information gathered:

“Assessment as learning focuses on • occurs frequently and in • is used by students to provide
the explicit fostering of students’ an ongoing manner during feedback to other students (peer
capacity over time to be their own instruction, with support, assessment), monitor their own
best assessors, but teachers need modelling, and guidance progress towards achieving their
to start by presenting and modelling from the teacher. learning goals (self-assessment),
external, structured opportunities make adjustments in their learning
for students to assess themselves.” approaches, reflect on their
(Western and Northern Canadian learning, and set individual
Protocol, p. 42) goals for learning.
Assessment of learning Summative assessment: The information gathered:

“Assessment of learning is the • occurs at or near the end of a • is used by the teacher to
assessment that becomes public and period of learning, and may be summarize learning at a given
results in statements or symbols about used to inform further instruction. point in time. This summary is
how well students are learning. It used to make judgements about
often contributes to pivotal decisions the quality of student learning on
that will affect students’ futures.” the basis of established criteria,
(Western and Northern Canadian to assign a value to represent
Protocol, p. 55) that quality, and to support the
communication of information
about achievement to students
themselves, parents, teachers,
and others.
Growing Success p. 31

Sample Strategies for
Assessment of Student Achievement
Classroom Presentation
Description
The classroom presentation is an assessm ent that requires students to verbalize their
knowledge, select and present sam ples of finished work, and organize their thoughts in order to
present a sum m ary of learning about a topic.
Purposes
The classroom presentation m ay be used to:

T provide the basis for sum m ative assessm ent upon the student's com pletion of a
project or an essay; and
T assess students when pencil-and-paper testing of a student's understanding or
knowledge is inappropriate or difficult.
Characteristics
The classroom presentation:

T can include the use of concrete m aterials provide students with an opportunity to
express their ideas and talents; and
T m ay be designed as a teaching tool to further the learning of the audience.
M ethod
The teacher:
T with the students, or alone, sets the criteria for the assessm ent of the presentation
(e.g., rubric);
T m onitors student progress at selected stages during student preparation; and,
T provides oral or written feedback after the presentation.
Considerations
The classroom presentation:

T is a natural form of assessm ent for speeches, debates, and subjects such as the
study of languages;
T should be designed and administered in a way that avoids giving students the
opportunity to judge one another's appearance and language abilities; and
T is a critical skill to be taught, practised, assessed, and evaluate.
Source: Ontario Curriculum Unit Planner

Conference
Description
The conference is a form al or an inform al m eeting between the teacher and a student Ind/or
parent/guardian for a variety of educational purposes.
Purposes
The conference m ay be used to:

T exchange information or share ideas;
T explore the student's thinking and suggest next steps;
T assess the student's level of understanding of a particular concept or procedure;
T enable the student to m ove ahead m ore successfully on a particular piece of work;
T review, clarify, and extend what the student has already com pleted; and/or
T help the student to internalize criteria for good work.
Characteristics
The conference:
T requires that the discussion has a clear focus (e.g., a specific piece of work);
T is successful to the extent that all the participants share the responsibility for the
m eeting;
T m ay take place as the learner is exploring a new concept or topic, or be a
goal-setting session or a report on progress;
T occurs routinely; and
T can be effective for both diagnostic and form ative assessm ent.
M ethod
The teacher:
T com es to the conference prepared with specific questions to be answered;
T gives individual feedback and clarifies misconceptions;
T puts the student at ease and supports student progress (e.g., in a writing
conference, m ay give a m ini-lesson);
T focuses on the process of reasoning followed by the student; and
T records inform ation (m akes a conference record) during or im m ediately following the
conference.
Considerations
The conference:
T can be part of collaborative planning and decision m aking;
T is assisted by prepared questions; and
T can be an extrem ely useful form ative assessm ent strategy for students involved in
m ajor projects or independent studies.
Source: Ontario Curriculum Unit Planner

Action Verbs Organized by
Achievem ent Chart Categories
Know ledge/
Understanding Thinking/Inquiry Com m unication Application
Ask Analyze Articulate Adapt

Calculate Appraise Challenge Adjust
Check Ask Clarify Apply
Classify Assess Com pare Com bine
Com pare Challenge Decode Connect
Com plete Classify Describe Correct
Com pute Collect Discuss Create
Connect Com pute Engage Dem onstrate
Contrast Conclude Explain Develop
Correct Conduct Express Devise
Decide Contrast Give reasons Display
Define Decode Induce Estim ate
Detect Decide Instruct Evaluate
Differentiate Derive Interact Exhibit
Distinguish Differentiate Justify Help
Differentiate Establish Present Incorporate
Estim ate Exam ine Propose Integrate
Evaluate Experim ent Reflect Invent
Generalize Explore Respond Make
Identify Find Share Modify
Interpret Gather Teach Participate
Justify Inquire W rite Perform
Label Inspect Prioritize
Locate Investigate Produce
List Monitor Represent
Organize Predict Retrieve
Prioritize Prioritize Revise
Rate Pursue Show
Recognize Show
This list is m eant to generate ideas and is in no way definitive or fixed.
From: Bruce Brydges, Kawartha Pine Ridge DSB

Gradual Release of Responsibility and Assessm ent

Bruce-Grey Catholic District School Board
What Data are collected at the

School and System Levels and Why?
Assessment
Tools & Data Collection
Grade June Expectation Schedule Purpose
(Minimum
Standard)
JK - Grade 3 Primary Sep./Oct.: JK - In School Use In School Use

(English) Assessment Grade 3 In School Use • To provide a starting point for
Battery including Jan./Feb.: JK - In School & System instruction
PM Benchmark Grade 3 Use • To communicate information to
June Minimum May/June: JK - education partners
Standard (PM Grade 3 • To monitor student
Benchmark): * Monthly updates achievement
SK: Level 5 of Primary Battery • To monitor program
Gr. 1: Level 16 Components for effectiveness
Gr. 2: Level 24 at-risk students • To inform the school planning
Gr. 3: Level 27 * Ongoing Running process
Records on all • To inform and support
students program resources
• To inform professional learning
Grades 4-8 Developmental Oct.: Gra In School Use needs
(English) Reading des In School Use System Use
Assessment (DRA) 4-8 • To monitor student
Gr. 4: 74 - 83 Jan./Feb.: Gra In School & System achievement and program
Gr. 5: 84 - 93 des Use effectiveness
Gr. 6: 94 - 103 4-8 • To inform the System planning
Gr. 7: 109-113 Mar./Apr.: Gra process
Gr. 8: 119-123 des • To inform and support
4-8 instruction and assessment in
the System
*Ongoing monitoring
for at-risk
• The Primary • Running Records • The PM Benchmark shows the level • The DRA shows the level at
Assessment at which the student reads orally with which the student reads
Battery utilizes taken on seen text, an oral retell and questions to check orally at 97% accuracy or
a shows how well the for understanding. higher and is able to
comprehensive child is learning to • The teacher continues to test higher complete responses in
set of tools for direct knowledge of levels if the child is reading at 95% or written form to a variety of
providing letters, sounds and above (independent reading level), comprehension measures.
insights into words to the and responds to the comprehension • The DRA also includes a
starting points message in the component satisfactorily. When child’s self-assessment and
for teaching and text. checking comprehension, the teacher interest survey.
learning for all • A Running Record is encouraged to listen to what the • The DRA is used to assess
students. indicates the student has to say about the story,
students’ reading progress
• This battery child’s instructional both independently and in response to
and identify what they
forms the basis reading level (90- the prompts and questions asked.
need to learn next
on all teaching 94%) and what • Miscues are also analyzed as part of
decisions - for cuing systems the the PM Benchmark (MSV). The PM individually and/or
individuals, child is using after Benchmark tool will also determine collectively in small or
small groups the record is the student’s instructional reading whole groups.
and the whole analyzed (MSV). level (90-94%).
class.

Be Proactive, Not Reactive
Ten M ethods to Support Students M eeting Deadlines
1. Direct Instruction
T Ensure that the task/instructions are clearly understood.
T Ensure students have the tools/equipm ent to complete the task.
T Use small group or individual instruction where appropriate.
2. High Expectations
T Expect students to be responsible.
T Let students know you will help them to m eet the deadline.
T Be a good exam ple by returning checked assignm ents within a reasonable tim efram e.
3. Personal Connection
T Make personal connections with students whenever possible.
T Ensure students know that you care about them and how well they are doing in your class.
4. Relevance
T Ensure students understand why handing the assignm ent in on tim e is im portant.
T Make connections to prior and future learning explicit.
5. Negotiate
T Involve students in setting deadlines.
T Avoid days when you know students will have difficulty handing work in.
T Adjust due dates if they aren't working for large num bers of students.
T Talk to students and determ ine if m ore tim e is required.
6. Tim e in Class
T Scaffold learning to accomm odate growing knowledge.
T Provide opportunities for guided practice in-class.
7. Checkpoints for Learning

T Establish interm ediate progress checks or deadlines.
T Make the process of com pleting work explicit -it doesn't happen in one night.
T Dem onstrate or m odel how to com plete various stages of an assignm ent.
8. Collaborate
T Give students opportunities to work in groups and give each other feedback.
9. Plan Together with Colleagues

T Create a school calendar of culm inating activities by grade.
T Avoid several overlapping due dates.
10. Com m unicate in Advance

T Call hom e or send a rem inder ahead of a deadline.
From Laura Leesti, Curriculum Consultant, YRDSB

Assessment Templates
or Samples
Please note:
The following resources are samples or models, not mandated templates. The BGCDSB
recognizes that each teacher will approach assessment and evaluation in a way that reflects
his/her personal organizational and instructional style, with guidance and input from the
administration at each school. We suggest that you work collaboratively whenever possible
and feasible to develop insight into how to approach assessment and communication in a
timely and professional manner.

Sam ple Sum m ative Options Layout
Docu-Dram a M ovie Speech
T include research, T include photographs, T focus on use of' em otional

dram atizations, interviews docum ents, m usic, etc. and persuasive language
etc.
T selected carefully and T delivery can be supported
T selected carefully and arranged purposefully to with visuals, powerpoint,
arranged purposefully to com m unicate argum ent etc.
com m unicate argum ent
Essay Visual - Verbal Collage
T a series of paragraphs Select one of the options T im ages and texts selected
as a way of presenting carefully and purposefully to
T persuasive language your persuasive argum ent. com m unicate argum ent
T selected carefully and Do you have another way

arranged purposefully to in which you could
com m unicate argum ent dem onstrate your
argum ent effectively
and persuasively? See
m e with your proposal.
Rap / Song / Poem Dance Dram a Photo Essay
T use descriptive, em otional, T interpret the story, them e T include photographs, m usic,
language and argum ent through graphics, etc.
m ovem ent and m usic
T arrange language carefully T selected carefully and
and purposefully to T use m ovem ent to arranged purposefully to
com m unicate argum ent com m unicate conflict and com m unicate argum ent
com m unicate argum ent
From: Theresa Meikle, Literacy 7-12 Consultant, YRDSB

Rubric
Expectations or 0-49% 50-59% 60-69% 70-79% 80-100%

Criteria Remedial Level 1 Level 2 Level 3 Level 4 Marks
Knowledge and Key knowledge, content or skills needed for this task are:
Understanding
Thinking Key cognitive and analytical skills needed for this task are:
Communication Key methods or structures of communication needed to deliver this task are:
Application Key rules, conventions, principals or applications needed for this task are:
Notes to student:

Learning Skills Assessm ent
E = Excellent G = Good S = Satisfactory N = Needs Im provem ent
Nam e of Student: _________________________________________ Term : _______________
Learning Skills Date: Date: Date: Overall
Responsibility
- I complete my work
well and on-time.
-I take responsibility for
my actions.
Organization
- I devise and follow a
plan and process to
complete tasks.
Independent Work
- I follow instructions
with minimal
supervision.
I monitor, assess and
revise plans to complete
tasks and meet goals.
Collaboration
- I accept various roles
and an equitable share
of work in a group.
- I respond positively to
ideas, opinions, values
and traditions of others.
Initiative
- I look for and act on
new ideas for learning.
- I am motivated to
learn and seek help
when I need it.
Self Regulation
- I set my own individual
goals and monitor
progress.
- I persevere and make
an effort when
responding to
challenges.
Com m ents:

Sam ple Project-based Learning Rubric
Content Conventions Organization Presentation

Level
4 • Is well thought out • No spelling, • Information is • Multimedia is used to

and supports the grammatical, or clearly focused in an clarify and illustrate
solution to the punctuation errors organized and the main points
challenge or question • High-level use of thoughtful manner • Format enhances the
• Reflects application of vocabulary and • Information is content
critical thinking word choice constructed in a • Presentation captures
• Has clear goal that is logical pattern to audience attention
related to the topic support the solution • Presentation is
• Is pulled from a organized and well
variety of sources laid out
• Is accurate
3 • Is well thought out • Few (1 to 3) • Information • Multimedia is used to

and supports the spelling, supports the illustrate the main
solution grammatical, or solution to the points
• Has application of punctuation errors challenge or • Format is appropriate
critical thinking that is • Good use of question for the content
apparent vocabulary and • Presentation captures
• Has clear goal that is word choice audience attention
related to the topic • Presentation is well
• Is pulled from several organized
sources
• Is accurate
2 • Supports the solution • Minimal (3 to 5) • Project has a focus • Multimedia loosely

• Has application of spelling, but might stray illustrates the main
critical thinking that is grammatical, or from it at times points
apparent punctuation errors • Information appears • Format does not suit
• Has no clear goal • Low-level use of to have a pattern, the content
• Is pulled from a vocabulary and but the pattern is • Presentation does not
limited number of word choice not consistently capture audience
sources carried out in the attention
• Has some factual project • Presentation is loosely
errors or • Information loosely organized
inconsistencies supports the
solution
1 • Provides inconsistent • More than 5 • Content is • Presentation appears

information for spelling, unfocussed and sloppy and/or
solution grammatical, or haphazard unfinished
• Has no apparent punctuation errors • Information does • Multimedia is
application of critical • Poor use of not support the overused or
thinking vocabulary and solution to the underused
• Has no clear goal word choice challenge or • Format does not
• Is pulled from few question enhance content
sources • Information has no • Presentation has no
• Has significant factual apparent pattern clear organization
errors,
misconceptions, or
misinterpretations

Sam ple Anecdotal Note Tem plate
Nam e: Nam e:
Task: Task:
Date: Date:
Expectation/Focus: Expectation/Focus:
Observations/Notes: Observations/Notes:
Nam e: Nam e:
Task: Task:
Date: Date:
Expectation/Focus: Expectation/Focus:
Observations/Notes: Observations/Notes:

Sam ple Assessm ent Data Tem plate
Date
Assessm ents
Student Nam es

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PLANNING, ASSESSMENT

New Teacher Induction Program - 2011 Page 55

In the context of what the Bruce-Grey Catholic District School Board is

• Curriculum-focused long- and short-term planning, keeping the end in

New Teacher Induction Program - 2011 Page 56

New Teacher Induction Program - 2011 Page 57

• How would I describe m y long- and short-term planning process?

Using This Tool

New Teacher Induction Program - 2011 Page 58

Are you familiar with:

9 the school schedule

New Teacher Induction Program - 2011 Page 59

9 Is your room ready?

9 Do you have portfolios/folders labeled for each student?

9 Have you developed an inform ation package/newsletter to send hom e about

9 Do you have the following item s on your desk?

New Teacher Induction Program - 2011 Page 60

9 W hat will you use as a signal to get the students' attention?

New Teacher Induction Program - 2011 Page 61

Guidelines For Portfolio Success

• Establish a clear purpose

New Teacher Induction Program - 2011 Page 62

New Teacher Induction Program - 2011 Page 63

New Teacher Induction Program - 2011 Page 64

• The central purpose of curriculum planning is to promote student

• The Bruce-Grey Catholic District School Board uses a results-based

• Teachers are expected to have long-range plans (comprised of at least

• Effective planning must be accompanied and informed by knowledge of

• Teachers are expected to use the teaching/learning cycle and develop

New Teacher Induction Program - 2011 Page 65

A. Com m itm ent to Students and Student Learning which includes:

Develop Inclusive, Safe, and Supportive Learning Environm ents

Utilize Thoughtful and Intentional Instructional Approaches

Knowledge of the student, curriculum , instructional approaches, and the learning

Utilize Thoughtful and Intentional Instructional Approaches

New Teacher Induction Program - 2011 Page 66

Develop inclusive, safe, and supportive learning environm ents

E. Ongoing Professional Learning

Engage in a continuum of professional growth:

T Collaboratively planning with a m entor, grade partners, lead teachers, division

New Teacher Induction Program - 2011 Page 67

New Teacher Induction Program - 2011 Page 68

T The primary purpose of assessm ent is to im prove student achievem ent.

Professional Applications (Standards of Practice)

A. Commitment to Students and Student Learning

New Teacher Induction Program - 2011 Page 69

D. Leadership and Community

New Teacher Induction Program - 2011 Page 70

The interdependence of teacher learning and student learning is acknowledged as teachers

In A Guide to Effective Literacy Instruction, Grades 4 to 6, Volume Two:

T Key messages for Teachers and Students

The document, Growing Success: Assessment, Evaluation and Reporting in Ontario

The Seven Fundamental Principles

• are fair, transparent, and equitable for all students;

New Teacher Induction Program - 2011 Page 71

The primary purpose of assessment is to improve student learning.

Assessment practices are fair and equitable for all students.

Communication about assessment is ongoing, clear and meaningful.

Professional development and collaboration support assessment.

Partners in education are involved in the assessment process.

Assessment practices are regularly reviewed and refined.

New Teacher Induction Program - 2011 Page 72

Nam e of Student: ___________________________ Term : _