The Achievement Chart Mathematics Grades 7 - 10
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Transcript of The Achievement Chart Mathematics Grades 7 - 10
The Achievement Chart Mathematics
Grades 7 - 10
Goals of the Achievement Chart Session:
• Clarify the purpose of the Achievement Chart
• Establish common terminology and definitions for the components of the Achievement Chart
Definition of the Achievement Chart
• The achievement chart is a standard province-wide guide to be used by teachers. It enables teachers to make judgements about student work that are based on clear performance standards and on a body of evidence collected over time.
Purposes of the Achievement Chart
• To provide a framework that encompasses all curriculum expectations for all grades and all subjects
• To guide the development of assessment tasks and tools, (including rubrics)
• To help teachers plan instruction for learning • To assist teachers in providing meaningful feedback
to students• To provide various categories and criteria with
which to assess and evaluate student learning
Rationale for Change
• To increase consistency and clarity in assessment vocabulary
– across elementary/secondary panels
– across subjects/disciplines
• To further advance assessment literacy
Components of the Achievement Chart
• Categories
• Criteria
• Descriptors
• Qualifiers
Categories
• The categories, defined by clear criteria, represent four broad areas of knowledge and skills.
• The four categories should be considered as interrelated, reflecting the wholeness and interconnectedness of learning.
Category:Knowledge and Understanding
• Definition:
The acquisition of subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding).
Category: Thinking
• Definition:
The use of critical and creative thinking skills and/or processes.
Category: Communication
• Definition:
The conveying of meaning through various forms.
Category: Application
• Definition:
The use of knowledge and skills to make connections within and between various contexts.
Criteria
• The subsets of knowledge and skills that define each category in the Achievement Chart.
• The criteria identify the aspects of student performance that are assessed and/or evaluated (i.e., the “look for’s”).
Descriptors
• A descriptor (e.g., effectiveness) indicates the characteristic of a student’s performance with respect to a particular criteria.
Qualifiers
• A qualifier (limited, some, considerable, or high degree) is used to define each of the four levels of achievement.
Goals of the Achievement Chart Session:
• Clarify the purpose of the Achievement Chart
• Establish common terminology and definitions for the components of the Achievement Chart
ASSESSMENT and EVALUATION
Assessment and Evaluation
ACTIVITY: Discuss with colleagues at your table questions
you have concerning assessment and evaluation. Come to consensus around one question for your
table. Choose a person from your table to record that
question on the chart paper provided. That individual is to post the question on the wall.
Primary Purpose of Assessment and Evaluation
The primary purpose of assessment and evaluation is to improve student learning
ASSESSMENT
Assessment is the process of:
• gathering information from a variety of sources
• providing students with descriptive feedback for future development
ASSESSMENT
Involves giving feedback to studentsand
helps them to:
• get on track
• stay on track
• improve their work
EVALUATION
Evaluation is the process of:
• judging the quality of students’ work on the basis of established criteria
• assigning a value to represent that quality
EVALUATION
• Usually occurs at or near the end of a learning process
Assessment and Evaluation
• The expectations represent the content standards
• The Achievement Chart represents the performance standards
Assessment and Evaluation
What is the connection between overall and specific expectations?
Assessment and Evaluation
Do overall expectations have to be evaluated?
Assessment and Evaluation
Do ALL specific expectations have to be evaluated?
Assessment and Evaluation
Do all specific expectations have to be taught?
Assessment and Evaluation
Does each expectation have to be “checked off” as it is taught?
Assessment and Evaluation
ACTIVITY: Review with colleagues at your table the question
that was posted on behalf of your table group. Has the question been answered to your satisfaction?
If your table group is satisfied that it has been answered, the recorder is asked to remove the question.
If your table group is not satisfied that the question has been answered, please leave the question posted.
REVISED CURRICULUM/
EXISTING RESOURCES
The Ontario Curriculum – Exemplars
Grade 7
Mathematics
The Ontario Curriculum – Exemplars
Grade 9
Mathematics
Revising Resources
ACTIVITY:Step 1: Expectations In pairs, read the “assigned” expectations. Check the revised curriculum. Change the wording, as required, to meet
the revised expectation or find a suitable substitute or eliminate if no suitable substitute exists.
Revising Resources
ACTIVITY “RULES”: After working in pairs, share your
findings and decisions with your colleagues at the table.
You should make ALL changes on your own sheets to ensure you have a revised resource to take back to share.
Revising Resources
ACTIVITY:Step 1: Expectations Substitute with specific expectations
only.
Renumber the expectations, if necessary
Revising Resources
ACTIVITY:Step 2: The Task
Read the description.
Are any changes necessary?
Revising Resources
ACTIVITY:Step 3: Prior Knowledge and
Skills
Read this section.
Are additions or deletions needed?
Revising Resources
ACTIVITY:Step 4: Task Rubric Rename the category names to align with
the revised Achievement Chart. Align the revised expectations with the
criteria in the task rubric. Adjust the criteria, if necessary.
Revising Resources
In conclusion . . . . . .
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