EDBE 8P43 Junior / Intermediate Language & Literacy

Week Three Class TwoClassroom Assessment 2

Interview Question

• How would you approach assessment and evaluation in your Language Arts classroom?

The Focus of Language Assessment

….measuring student progress and achievement in relation to the content standards and performance standards identified for Language

Content Standards: What is Being Taught and Assessed in Language?

All curriculum expectations must be accounted for in instruction, but evaluation focuses on students' achievement of the overall expectations.

Reading OE 1. Read and demonstrate an

understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

3. Use knowledge of words and cueing systems to read fluently

2. Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

4. Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading

Reading OE Planning Instruction and Assessment

Comprehension Literary Graphic Informational Texts

Fluency

Text Forms, Features, Stylistic Elements

Metacognition

Writing OE 1. Generate, gather, and

organize ideas and information to write for an intended purpose and audience

3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively

2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience

4. Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process

Writing OE Planning Instruction and Assessment

Writing Process

FormsInformational Literary Graphic

Traits / Elements Writer’s CraftsIdeas Organization Word Choice Sentence Fluency Presentation

Metacognition

Oral C OE Planning Instruction and Assessment

Comprehension

Metacognition

Communication

Media L OE Planning Instruction and Assessment

Comprehension

Creation

Forms

Metacognition

Reading Assessments

….are used to gather information about how students read different types of texts at different levels of difficulty.

Texts should be cross-curricular – that is, covering a variety of topics from different subject areas – and should include examples of imaginative and informational material from a range of media, both print and electronic.

Writing Assessments

….are used to gather information about students’ written products and about students’ use of the writing process.

Teachers focus on students’ ability to write in a variety of forms and for a variety of purposes and audiences

Oral Communication Assessments

….are used to gather information about students’ speaking and listening skills

Teachers use ongoing observations of students as they work in groups or pairs, engage in conferences, or make presentations. Teachers need to be aware of students’ cultural backgrounds and take into consideration that certain behaviours that are encouraged in Canadian classrooms are regarded as inappropriate in some cultures.

Media Literacy Assessments

…..are used to gather information about students’ understanding of media messages and techniques and how students use those techniques to create a variety of media texts containing print, still and moving images, audio, and/or interactive elements. These texts should cover a variety of topics in different subject areas and use various media forms to allow for the comparison of forms, techniques, and content.

Performance Standards: What is the Evidence of Language Learning?

Student work is assessed and/or evaluated in a balanced manner with respect to the 4 categories, and the achievement of particular expectations is considered within the appropriate categories.

Evidence: How will I know?

• Exemplars / Student Samples• Developmental Continuum• Teacher Moderation

Teacher Moderation

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf

http://www.curriculum.org/k-12/en/projects/teacher-moderation-collaborative-assessment-of-student-work

ONTARIO WRITING ASSESSMENT

Assessment for Learning Assessment as Learning Assessment of LearningAssessment for learning has a formative purpose. It provides a teacher with evidence of a student’s learning during instruction to coach a student’s achievement of curriculum expectations.

Assessment as learning has a self-reflective purpose. It provides a student with opportunities to use evidence of his/her learning to build on prior knowledge, develop critical literacy skills, and set personal learning goals related to the curriculum expectations.

Assessment of learning has a summative purpose. It provides a teacher with a collection of evidence (most recent and most consistent) to evaluate a student’s demonstration of achievement of curriculum expectations. It is used for reporting to students and parents.

The Teacher:1. Monitors and provides feedback

to a student during learning and adjusts instruction to support learning

2. Gathers information about a student’s Knowledge & Understanding, Thinking, Communication and Application of the Language expectations

The Teacher: 1. Monitors and provides feedback that

allows a student to communicate his/her understanding and demonstrate his/her acquisition of the knowledge and skills outlined in the curriculum expectations.

2. Gathers information about a student’s Knowledge & Understanding, Thinking, Communication and Application of the Language expectations

The Teacher:1. Creates assessment opportunities

for a student to demonstrate achievement of the curriculum expectations following instruction using, using clearly communicated criteria and procedures

2. Gathers evidence about a student’s demonstration of achievement of curriculum expectations related to Knowledge & Understanding, Thinking, Communication and Application of the Language expectations

Sample Tools and Strategies anecdotal records teacher observation anticipation guides cloze exercises demonstrations or experiments problem solving sequence or matching exercises interactive journals interviews or surveys

Sample Tools and Strategies student-teacher conferences portfolio assessment teacher observations direct and timely feedback from the

teacher peer feedback self-assessment checklist reflective journal entries paragraph frames to guide reflection

Sample Tools and Strategies portfolio assessment oral reports or presentations retellings journals role plays or simulations demonstrations/experiments; peer teaching (e.g., students teach

a skill or idea to a peer) tests rubrics

Mini-Workshops• Ontario Ministry of Education OCUP Assessment

Companionhttps://faculty.nipissingu.ca/warnier/resources/downloads/AssessmentCompanion.pdf• LNS Guide to Effective Literacy Instruction Volume Two:

Assessmenthttp://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_2_Assessement.pdf• Ontario Ministry of Education Learning For Allhttp://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

Research Study

• Consent forms• Questionnaire

Evaluation Tools

• Inquiry Assignment– Monograph– Learning Objects

Monograph Planning Session 4

• Facilitator and recorder assume roles• Conference with Instructor for feedback• Refer to the Assignment Checklist for success

criteria• Complete Meeting Log #4• Post to Forum before next class• Monograph to be posted to Forum before

beginning of Week 4 Class 1