Board Wide Common Assessment Job-embedded professional learning: moving from designing tasks to looking at student work

NEW System Assessment

• focus on summative performance task

•  linked to ‘big ideas’ of subject/course

How will I know my students are learning?

How will I help my students learn? How will I respond if my students are not learning or ‘under’ learning?

What are my students expected to learn?

NEW System Assessment

•  formative (AforL) and summative component (AofL)

•  teacher moderation (in the form of group grading) after formative task

How will I know my students are learning?

How will I help my students learn? How will I respond if my students are not learning or ‘under’ learning?

What are my students expected to learn?

NEW System Assessment •  data collection to measure

effectiveness of chosen instructional strategies intended to improve student results between formative and summative

•  research via surveys and focus groups

•  3 yrs: SNC2D, CGC1P, HRT3M

How will I know my students are learning?

How will I help my students learn? How will I respond if my students are not learning or ‘under’ learning?

What are my students expected to learn?

Summative Assessment Ministry: 30% of final

grade is to be composed of exam, performance task, portfolio etc.

Ottawa Catholic SB: set % for rich performance tasks & exam in every course

Courses Performance Task(s)

Final Exam

SNC1L, 2L, 4E SVN 3E

30% none

SNC 1P, 2P SBI 3C, SCH 4C SPH4C

20% 10%

SNC 1D, 2D, SVN3M

10% 20%

SBI/SCH/SPH/SES 3U, 4U

5% 25%

•  Work with one or two partners

•  How much water will fit on the surface of a penny?

•  Try it •  What do you

observe? •  What are you

wondering about?

Minds On!

mid-semester task

Stages of Investigation Type Open or

Full Inquiry

Coupled Inquiry

Guided Inquiry

Structured or Directed Inquiry

Participant Student Initiated

Teacher Initiated

Teacher Initiated, Students Perform

Teacher Initiated and Performed

When are students ready to conduct open or coupled inquiry? When do they need to be able to do this well?

Broad Areas of Skills

Initiating and

Planning

Performing and

Recording Analysing and

Interpreting

Communicating

Look at pp 20

Scientific Investigation Skills and Career Exploration

Overall Expectations

Organized under subheadings related to the four broad areas of investigation

Look at pp 72

Implementing the Task:

• one page science 2D summary • performance task to focus on thinking

& investigation, communication through a scientific investigational inquiry

Implementing the Task:

•  three writers met to create the task and field test it

• sent out for peer review, final version sent out late August to all schools

Implementing the Task:

• orientation to the task meeting held early in semester

• ALL science 2D students complete the mid and final tasks

• ALL science 2D teachers attend collaborative marking sessions

Tasks chosen: •  2009-2010 same task, growing

corn plants for both mid and final

•  2010-2011 mid-semester ‘Penny Drop’ , final task titration

•  2011-2012 choice of tasks for mid and final

•  Both mid and final tasks to use smarterscienece framework

Teacher Moderation •  Regionally organized for ALL teachers of

designated courses •  Pre-select two ‘high’ and two ‘low’ samples,

copies for all

Teacher Moderation •  Teachers mark one high & one low at start of

day (baseline data); collaborate to set or calibrate levels for samples

•  Discussion of results, why, etc.

Teacher Moderation •  How to respond to identified weaknesses •  End of day, teachers mark another common high and

low paper •  Teachers to report mid-term & final grades

Conclusions: Data shows: •  students improved by 1 full level (mid to final tasks) •  teacher marking consistency decreased over the day,

until calibration stage introduced Surveys show: •  66% of teachers found rubrics challenging •  62% found teacher moderation helpful or very helpful

Questions?