Session 2

Ontario Context & The Role Of Assessment and Evaluation

Canadian Teachers Federation

Assessment and evaluation should be recognized as having a variety of purposes including feedback, reflection, instruction, and reporting.

Teachers should have autonomy regarding theirassessment and evaluation practices.

Canadian Teachers’ Federation , Policy Statement (2008)

Purpose of Growing Success

The purpose of the new assessment, evaluation and reporting policy document is to:

Update, clarify, consolidate, and co-ordinate policy; and

Achieve fairness, transparency, equity, and consistency across the province in the assessment, evaluation and reporting of student learning.

Growing Success & Educational Policy

The new policy document supports the government’s three core priorities for education:

1) High levels of student achievement;

2) Reducing gaps in student achievement;

3) Increased public confidence in public education.

Growing Success Document

Chapter 1: Fundamental PrinciplesChapter 2: Learning Skills and Work Habits in Grades 1 to12 Chapter 3: Performance Standards - The Achievement ChartChapter 4: Assessment for Learning and as LearningChapter 5: EvaluationChapter 6: Reporting Student AchievementChapter 7: Students with Special Education NeedsChapter 8: English Language LearnersChapter 9: E-LearningChapter 10: Credit Recovery

http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

Learning Skills

1) Responsibility

2) Organization

3) Independent Work

4) Collaboration

5) Initiative

6) Self-Regulation

Responsibility: Sample Behaviours

Fulfils responsibilities and commitments within the learning environment.

Completes and submits class work, homework, and assignments according to agreed-upon timelines.

Takes responsibility for and manages own behaviour.

Organization: Sample Behaviours

Devises and follows a plan and process for completing work and tasks.

Establishes priorities and manages time to complete tasks and achieve goals.

Identifies, gathers, evaluates, and uses information, technology and resources to complete tasks.

Independent Work: Sample Behaviours

Independently monitors, assesses, and revises plans to complete tasks and meet goals.

Uses class time appropriately to complete tasks.

Follows instructions with minimal supervision.

Collaboration: Sample Behaviours

Accepts various roles and an equitable share of work in a group.

Responds positively to the ideas, opinions, values, and traditions of others.

Builds healthy peer-to-peer relationships through personal and media-assisted interactions.

Works with others to resolve conflicts and build consensus to achieve group goals.

Initiative: Sample Behaviours

Looks for and acts on new ideas and opportunities to learn.

Demonstrates the capacity for innovation and a willingness to take risks.

Demonstrates curiosity and interests in learning.

Approaches new tasks with a positive attitude.

Self-Regulation: Sample Behaviours

Sets own goals and monitors progress towards achieving them.

Seeks clarification or assistance when needed.

Assesses and reflects critically on own strengths, needs, and interests.

Identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals.