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The Evaluation Process
Learning and Evaluation Situations
April 15 & 16, 2009MELS Anglophone Development Team
The Evaluation Process – A Review
Planning for evaluation
Information gathering and interpretation
Professional judgment
Decision-action
Communicating results
L. Rabinovitch
GOAL
Brain Research/Study of Cognition
L. Rabinovitch
Constructivist Learning
Learning situations
Language of
assessment
Learning destination
EvidenceCOMPETENCIES
EVALUATION CRITERIA
RUBRICS
PRIOR LEARNING
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Socio-constructivism & meta-cognition
Teacher
Teacher & Student
Teacher & Student/Student & Student
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Cycle Planning
Level of Complexity and Autonomy
Progress Over the Cycle
CTTerm 1
E.S. CTTerm 2
CTTerm 4
CT(s)End-of-Cycle
=L.E.S. or
Evaluation For and Of Learning
CTTerm 3
L. Rabinovitch
Applied Intelligence (LES’s)
Broad Areas
Of Learning
Content, Strategies, Resources (internal & external), Techniques
Subject-specific & Cross-curricular Competencies
Continuous Assessment Observable ElementsEvidence of learning
Subject
Area
Evaluation
criteria and
end-of-cycle
outcomes
Learning &EvaluationSituations
L. Rabinovitch
Responsibilities of Cycle II Teachers: 1. Evaluation FOR learning
Excellent Satisfactory Poor You can do better Good work Not working to potential Behaviour hinders progress 100% 3+ C-
You worked hard on this. Now self-assess your work according to the criteria we discussed. Pay particular attention to how (method) you are preparing your assignment.
I like what you tried to do here but let’s talk about your work in relation to the goal we established together.
L. Rabinovitch
Responsibilities of Cycle II Teachers: 2. Evaluation OF learning
ComplexTask 1LES/ES
Criterion ReferencedEvaluationGlobal Assessment
Clearly Meets theRequirements4+
84%
ComplexTask 2LES/ES
ComplexTask 3LES/ES
Criterion ReferencedEvaluationGlobal Assessment
Criterion ReferencedEvaluationGlobal Assessment
Teacher’sProfessionalJudgment
Scales of CompetencyLevelsEvidence ofCompetencyDevelopmentBased on Criteria & End-of-CycleOutcomes
Level ofCompetencyAttained
Evaluation Grid for Each TaskIs Based on the EvaluationCriteria Found in the QEP
Evaluation Grid for Each TaskIs Based on the EvaluationCriteria Found in the QEP
Evaluation is Based on Evaluation Criteria in the QEP
Prescriptive
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Characteristics of a Learning and Evaluation Situation (LES)
Meaningful – grabs the students’ interests (broad area of learning)
Presents a problem or question that students must address (broad area of learning)
Activates prior knowledge (use of internal resources)
Comprises one or more complex tasks allowing for continuous feedback
Allows for the development of at least one cross-curriculum competency
Is student-centered
Sufficient and varied activities that support competency development (use of external resources)
Promotes differentiation in content, process, product, and evaluation
L. Rabinovitch
Evaluation criteria
Evaluation criteria Observable Elements
C1-Clarity of planning Decide what you are looking for.
C1-Diversity of exploratory strategies Select evaluation tools.
C1-Validation of the information Keep track of evidence.
C1-Consistency of the process Use most recent evidence.
C2-Relevance of elements of reflection
R: relevant, recent, reliable.
C2-Effectiveness of communication S: sufficient.
C2-Diversity of possibilities envisaged
V: varied, valid.
C2-Quality of justification of possibilities envisioned
P: pertinent.
L. Rabinovitch
Evaluation tools for information gathering
LES’s
Self-evaluation
Peer-assessments
Rubrics
Checklists
Competency scales
Logbook
Portfolio
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