EVIDENCE-BASED TEACHING

Evidence-Based Teaching 1

Evidence-based teaching is teaching that both benefits from existing educational research and
from evidence collected as teaching unfolds. It is undertaken in the spirit of inquiry, with the
enrichment of the learning experience as its goal.

Classroom-Based Assessment 2

Assessment is "a systematic process of gathering information about what a student knows, is
able to do, and is learning to do." (Manitoba Education and Training, Reporting on Student Progress and Achievement, 1997.)
Assessment is an integral part of instruction that enhances, empowers, and celebrates student
learning.

Meaningful Assessment

Assessment should occur in authentic contexts that allow students to demonstrate learning by
performing meaningful tasks. Meaningful assessment achieves a purpose and provides clear
and useful information. It may identify misunderstandings in student learning, and provide
corrective feedback and direction for further instruction.

The Teacher’s Role in Assessment

In the classroom, teachers are the primary assessors of students. Teachers design assessment
tools with two broad purposes: to collect information that will inform classroom instruction, and
to monitor students’ progress towards achieving learning outcomes and standards of student
performance.

Principles of Classroom-Based Assessment

Classroom-based assessment provides regular feedback and allows teachers and students to
reflect on progress and adjust instruction and learning accordingly. See the chart below entitled
Principles of Assessment that Assist Learning and Inform Instruction for a summary of key
principles.
 PRINCIPLES OF ASSESSMENT THAT ASSIST LEARNING AND INFORM INSTRUCTION
1. An Integral Part of Instruction 2. Continuous and Ongoing 3. Authentic and Meaningful
and Learning Language Learning Processes
and Contexts
Assessment . . . Assessment . . . Assessment . . .
 is meaningful to students  occurs through all  focuses on connecting prior
 leads to goal setting instructional activities knowledge and new
(observations, responses, knowledge (integration of
 fosters transfer/integration logs) information)
with other curricular areas and  occurs systematically over a  focuses on authentic literacy
application to daily life period of time contexts and tasks
 reflects instructional
 demonstrates progress  focuses on application of
strategies used
towards achievement of strategies for constructing
 uses a wide variety of learning outcomes meaning in new contexts
strategies and tools

 reflects a definite purpose

4. Collaborative and Reflective
Process
Assessment . . .
 encourages meaningful
student involvement and
reflection
 involves parents as partners
 reaches out to the
community
 focuses on collaborative
review of products and
processes to draw conclusions
5. Multidimensional -- 6. Developmentally and Culturally
Incorporating a Variety of Tasks Appropriate
Assessment . . . Assessment . . .
 uses a variety of authentic  is suited to students'
strategies, tasks, and tools developmental levels
 is completed for a variety of  is sensitive to diverse social,
purposes and audiences cultural, and linguistic
backgrounds
 reflects instructional tasks
 is unbiased

 involves a team approach

7. Focused on Students'
Strengths
Assessment . . .
 identifies what students can
do and are learning to do
 identifies competencies in
the development of knowledge,
skills and strategies, and
attitudes
 considers preferred learning 
styles
 focuses on celebrations of
progress and success
 provides for differentiation
 provides information to
compare a student's
8. Based on How Students Learn 9. Offer Clear Performance
Targets
Assessment . . . Assessment . . .
 uses sound educational  encourages student
practice based on current involvement (setting criteria,
learning theory and brain measuring progress, working
research towards outcomes and
 fosters development of standards)
metacognition  encourages application
beyond the classroom
considers multiple
intelligences and learning  provides a basis for goal
styles setting
 uses collaborative and co-  provides students with a
operative strategies sense of achievement
 considers research on the  provides information that
role of memory in learning compares a student's
performance to predetermined
 performance with his/her other  reflects current models of criteria or standards
performances language and literacy learning
Diagnostic Teaching 3

Diagnostic teaching is the “process of diagnosing student abilities, needs and objectives and
prescribing requisite learning activities.” (www.ibe.unesco.org/international/DocServices/Thesaurus/ 00001796.htm)

Diagnostic teaching is embedded within the teachers’ regular instruction. Through diagnostic
teaching, the teacher monitors the understanding and performance of students before, during,
and after teaching the lesson.

Diagnostic teaching can inform teachers of the effectiveness of their lessons with individuals,
small groups of students, or whole classes, depending on the instruments used.

Within a diagnostic teaching perspective, assessment and instruction are interacting and
continuous processes, with assessment providing feedback to the teacher on the efficacy of
prior instruction, and new instruction building on the learning that students demonstrate.
(Guskey, 2003)

Diagnostic teaching requires the teacher to reflect on the effectiveness of each lesson so s/he
can make decisions on what and how to teach next (based on the information gathered
throughout the lesson). For example, s/he may want to re-teach the concept/skill/strategy, or
introduce/proceed to the new lesson.

References:
1
Retrieved from http://www.northeastern.edu/learningresearch/programs/faculty-scholars-program/evidence-based-teaching/ on13 October 2014

2
Adapted from http://www.edu.gov.mb.ca/k12/cur/ela/docs/ela-assess-5to8.html on 13 October 2014

3
Adapted from http://www.unesco.org/education/literacy/doc/overview.pdf on 13 October 2014