background image
Maximizing Student Learning through Assessment and Evaluation

Adapted from: A Framework for Student Assessment, 2nd Edition (2005), Alberta Assessment Consortium
Limestone District School Board (2010)
Co
l
l
ab
o
r
at
i
v
e D
es
ig
n
-
D
o
w
n Pl
ann
i
ng
E
v
al
u
atio
n
and
R
ep
o
r
t
i
ng
Teaching and
Learning Cycle
What are students able to
demonstrate?
Assess diagnostically
Consider student learning needs
Review IEPs
Use diagnostic assessment results
to differentiate next steps for
teaching and learning
How will learning needs be addressed?
Share learning goals and success criteria
with students at the start of each period
of learning
Instruct through a variety of modes
Provide accommodations for students
with IEPs and for ELLs
What will be the next steps for
students?
Use formative feedback to set goals
Review exemplars and learning skills
and work habits expectations
Work with student success team for
extra support if needed
How will we check for understanding?
Use formative assessment relative to
learning goals
Provide effective feedback on learning
skills and work habits, and on
academic achievement
Instruct students in self and peer
assessment through exemplar study
What will be the next steps for teachers?
Reflect on formative feedback from
student work
Differentiate instruction
Conference with students in need of
additional support from student success
Provide updates of achievement
How will we measure student
learning?
Review exemplars and success criteria for
summative task
Assess summatively in class
Provide support for students struggling to
meet due dates
What are the next steps for teachers?
Provide feedback on summative
assessments for future learning
Provide additional instruction for
struggling students
Collaborate with student success team
and parents for struggling students
How will achievement be
communicated?
Accurately report on learning
skills and work habits, and on
academic achievement
Identify strengths and next steps
for improvement
Routinely provide snapshots of
achievement
Communicate with parents as
appropriate
Collaborate with parents and
Student Success Team for
students who are struggling
How will grades be determined?
Record learning skill and work habit
marks by skill category
Record academic marks by achievement
chart category / overall expectation
Determine most consistent level of
achievement and consider evidence of
growth to determine term grades
Collect further evidence where needed
Complete final summative tasks to
evaluate highest priority overall
expectations
Provide regular updates of achievement
to students and parents
What are the next steps for teachers?
Review assessment plan for next time teaching the
course
Reflect on instruction and assessment to inform
future learning goals
Ministry Curriculum Documents:
Front-matter (program planning considerations)
Overall and specific curriculum expectations
Learning Skills and Work Habits (Responsibility, Organization,
Independent Work, Collaboration, Initiative, Self-regulation)

What will students learn?
What do learning skills look like in this course?
What does the front-matter of the curriculum
document suggest for enduring understandings?
What are the most essential skills to be developed?
Which overall expectations are most closely
connected with the enduring understandings?
How will we know learning has occurred?
Agree on learning skills and work habits
behaviours to be assessed and methods for
collecting evidence
Agree on which overall expectations are of
highest priority?
What evidence will we need to gather?
Decide how to track and assess learning skills and
work habits, and academic achievement
Plan final summative assessment tasks to evaluate
only the highest priority overall expectations
Plan a limited number of summative tasks to assess
all overall expectations; each task evaluates a
cluster of overall expectations and a balance of
achievement chart categories
Ensure that the group of summative tasks allows
students to demonstrate learning in a variety of
ways (write, do, say)
Ensure that the group of summative tasks reflects
the needs of learners in terms of DI, literacy,
Aboriginal education etc.
How will assessment plans be communicated to students and parents?
Prepare course outlines and discuss with students at the start of the course
Discuss student expectations by referring to the student agenda