Assessment+and+Evaluation+-+General

// "The York Region District School Board believes that high quality assessment, evaluation, and communication of student progress and achievement are integral components of the teaching/learning process and form the basis of an effective educational program" (Board Policy #305.0) // **__Introduction__**
 * __ Assessment and Evaluation - General __**

Let me begin this section by providing the definitions of the words ** Assessment ** and ** Evaluation **, as defined by the York Region District School Board:

The YRDSB defines ** Assessment ** as "the systematic and ongoing process of collecting, describing, and analyzing information about student progress and achievement in relation to the Ontario Curriculum expectations and the Provincial Achievement Chart." (Board Policy #305.0) It is important to note that as defined by the YRDSB, assessment is something that is ongoing throughout the learning process. The YRDSB also states that assessment is done through collecting, describing, and analyzing information. The "primary purpose" of assessment, as defined by the YRDSB, "is to improve student learning by providing information needed to direct the modification and refinement of programs to better meet student strengths, needs, and interests." (Board Policy #305.0) Student success is the main reason for assessment in the YRDSB, and this is something that a new teacher should be aware of before applying to work in this board. The YRDSB defines ** Evaluation ** as "the process of integrating and synthesizing summative assessment information from various sources and using this information to determine the worth and a place value (a letter percentage grade) on a student's achievement of the expectations in relation to the achievement chart provided in the Ontario Curriculum for each subject discipline." (Board Policy #305.0) Evaluation, as defined by the YRDSB, is the actual determination of a culminating mark, as opposed to the ongoing observation element, which is assessment. It is important to be aware of the differences between these two words, as they are often used together, but mean different things. There are times when it is appropriate to assess, while other times it would be more appropriate to evaluate, and it is important for a new teacher to know the difference between the two.


 * __Guiding Principles__**

The YRDSB's Board Policy #305.0 on Assessment and Evaluation outlines six very important "**Guiding Principles**" that every new teacher should be made aware of before beginning work in the this board. These "Guiding Principles" speak primarily about assessment practices, and are as follows:
 * "The primary purpose of assessment is to improve student learning"
 * "Assessment practices are fair and equitable for all students"
 * "Communication about assessment is ongoing, clear, and meaningful"
 * "Professional development and collaboration support assessment"
 * "Partners in education are involved in the assessment process"
 * "Assessment practices are regularly reviewed and refined" (Board Policy #305.0)


 * __Standards of High Quality Assessment__**

Similar to the six "Guiding Principles", the YRDSB's Board Policy #305.0 on Assessment and Evaluation also outlines six very important "**Standards of High Quality Assessment**". These standards should be studied by new teachers, as they give a detailed action plan in properly assessing student work in order to maximize student success. These "Standards of High Quality Assessment" are as follows:
 * "Align assessment with the grade-level expectations specified in the Ontario Curriculum or the student's Individual Education Plan"
 * "Use methods that are appropriate to the achievement targets"
 * "Minimize/control all relevant sources of bias and distortion that can lead to inaccurate assessment"
 * "Provide students with multiple and varied opportunities to demonstrate achievement"
 * "Collect sufficient information to make informed decisions"
 * "Use assessment results to make decisions about programs and instruction" (Board Policy #305.0)

It is clear through studying the above "Guiding Principles" and "Standards of High Quality Assessment" that student success is the primary focus of the YRDSB in assessing and evaluating student work. New teachers should be aware of this important emphasis that is put on student success as they prepare to work closely with students as a teacher in this school board.


 * __Teacher Responsibilities__**

The YRDSB's Board Policy #305.0 on Assessment and Evaluation is a very important document that provides a great deal of practical and useful information in regards to assessment and evaluation for student achievement. This document specifically outlines assessment and evaluation responsibilities of all parties involved, from the superintendent to the administration, teacher, and student. For the purpose of this handbook, the list below is the full list of //teacher// responsibilities, as it relates to assessment and evaluation:

Teachers in the YRDSB are responsible for:
 * "Classroom assessment"
 * "Knowing and applying the guiding principles and standards of high quality assessment" [as outlined above]
 * "Informing parents and students regarding the expectations for student learning and performance and the methods and tools that will be used to assess student achievement and learning skills"
 * "Working collaboratively with students to develop a clear vision of what high quality work looks like"
 * "Developing and selecting assessments which accurately reflect student achievement"
 * "Accurately administering, scoring, recording and interpreting the results of teacher-made and externally-produced assessments"
 * "Using assessment data to make decisions about instruction for individuals, groups of students, and about instructional methods and curriculum implementation"
 * "Analyzing assessment data to inform classroom instruction"
 * "Understanding the issues surrounding the appropriate use of, and access to, assessment information"
 * "Clearly, accurately, and appropriately communicating assessment results to students, parents, and other educators"
 * "Understanding what assessment methods should be used and use them to gather accurate information about student achievement"
 * "Using assessment information to motivate students by involving them as full partners in assessment, record-keeping and communications processes"
 * "Communicating assessment information effectively using report cards, portfolios and/or student led conferences" (Board Policy #305.0)


 * __Levels of Achievement__**

The York Region District School Board assesses and evaluates student work in many different ways. The province-wide **Levels of Achievement** are numbers (1 - 4) that relate to a letter grade and percentage, provided as the final step of evaluation. In the YRDSB, students in grades 7 - 12 are ultimately given a percentage grade on their report card, however formative and summative assessment is still done through considering the levels of achievement. The levels of achievement are as follows: (Assessment For Leaning - Introduction brochure)
 * 80 - 100% / A / Level 4 - The student's achievement is beyond the provincial standard
 * 70 - 79% / B / Level 3 - The student is meeting the provincial standard
 * 60 - 69% / C / Level 2 - The student is approaching the provincial standard
 * 50 - 59% / D / Level 1 - The student is below the provincial standard
 * <50% / R / Level R - Remedial measures are required, as the student has not demonstrated the required knowledge


 * __Learning Skills__**

In addition to the presentation of students' success in relation to the curriculum expectations on the report card, teachers are also required to assess **Learning Skills** of each student. The learning skills show HOW students learn. The five Learning Skills assessed for each student are: These learning skills are not given a level of achievement in number or percentage form, but four distinct letters to allow students, parents, and teachers alike to see how a student is learning. These four letters and their meanings are: Each of the above five Learning Skills are assessed by using one of the above four letters.
 * 1) "Work habits"
 * "Begins work promptly"
 * "Prepared to participate"
 * "Completes homework on time and with care"
 * "Follows directions"
 * 1) "Works independently"
 * "Completes tasks independently"
 * "Manages time and resources"
 * "Reflects on learning experiences and revises"
 * "Uses prior knowledge and experience to solve problems"
 * 1) "Organization"
 * "Makes use of an agenda"
 * "Organizes work when faced with a number of tasks"
 * "Manages and uses time to effectively meet deadlines"
 * "Organizes information and ideas in a coherent manner"
 * 1) "Teamwork"
 * "Works willingly and cooperatively with others"
 * "Listens attentively without interrupting"
 * "Shows respect for ideas and opinions of others"
 * "Is accountable and works to achieve group goals"
 * 1) "Initiative"
 * "Approaches new learning with a positive attitude"
 * "Requires little prompting (self-motivated)"
 * "Makes good use of resources and seeks assistance when needed"
 * "Identifies problems to solve and generates questions to answer" (Learning Skills brochure)
 * "E = Excellent"
 * "G = Good"
 * "S = Satisfactory"
 * "N = Needs Improvement" (Assessment for Leaning - Report Card brochure)


 * __Categories of Learning__**

The next important thing to know in terms of assessment and evaluation is that there are four **Categories of Learning**, in which every student should be equally evaluated. These four Categories of Learning are:
 * //Knowledge & Understanding// - Subject specific content (k), and comprehension of its meaning and significance (u).
 * //Thinking// - Use of critical and creative thinking skills and planning/processing skills
 * //Communication// - Conveying the meaning through various forms
 * //Application// - Transfer of knowledge and skills to making connections (Assessing for Learning - Introduction brochure)


 * __Achievement Chart__**

The final thing that I have decided to include in this brief general overview of assessment and evaluation in the York Region District School Board is the **Achievement Chart**. The Achievement Chart is a chart that uses the Levels of Achievement, and relates them to the four Categories of Learning. The left column of the Achievement Chart lists the four Categories of Learning, while along the top of the Achievement Chart has the Levels of Achievement. A student is assessed and evaluated into a Level of Achievement in each Category of Learning. It is important to note that each subject contains its own Achievement Chart, which can be found in the curriculum document. "The Achievement Chart for each subject is designed to:
 * Provide a common framework that encompasses all curriculum expectations
 * Guide the development of assessment
 * Help teachers to plan instruction for learning
 * Assist teachers in planning meaningful feedback to students
 * Provide a variety of aspects on which to assess and evaluate student learning" (Assessment for Learning - The Achievement Chart brochure)


 * __Conclusion__**

I hope that it is clear through reading the above general overview of the York Region District School Board's emphasis on Assessment and Evaluation, that student success is the main focus. As a beginning teacher, it is important to understand that everything that is done in the classroom is to the benefit of the students and their learning. Ongoing assessment and cumulative evaluation should be done with student success considered at all times. This is the view of the York Region District School Board, as it should also be of a new teacher considering applying to work in this board.

"//Assessment that is fair and yields accurate information about student achievement will lead to an evaluation and communication process that is clear, accurate and meaningful for students and parents. Fair and accurate assessment will support instruction and program improvement, increase student motivation and promote student achievement//" (Board Policy #305.0) __**References**__
 * 1) The York Region District School Board. Board Policy #305.0 - Assessment and Evaluation. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/p&p/a/policy/305.pdf
 * 2) The York Region District School Board. Assessment for Learning - Introduction. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/w/assessmentforlearning/Introduction06.pdf
 * 3) The York Region District School Board. Assessment for Learning - Report Card. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/w/assessmentforlearning/ReportCardSecondary06.pdf
 * 4) The York Region District School Board. Assessment for Learning - Learning Skills. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/w/assessmentforlearning/LearningSkillsSecondary06.pdf
 * 5) The York Region District School Board. Assessment for Leaning - The Achievement Chart. Retrieved from http://www.yrdsb.edu.on.ca/pdfs/w/assessmentforlearning/Achievmentchart06.pdf