Havergal College Course Calendar, 2016-17 Academic Year

4. Performance Standards—The Achievement Chart Assessment and evaluation will be based on both the content standards (overall and specific curricular expectations) and performance standards (achievement chart). Teachers ensure that student learning is assessed and evaluated in a balanced manner with respect to the four categories of knowledge and skills (knowledge and understanding, thinking, communication, and application) (p 17) . 5. Assessment for Learning and as Learning Assessment is the process of gathering information that accurately reflects the extent to which a student is able to understand the curriculum expectations. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning.” In Assessment for Learning , assessment evidence is used by the teacher to decide how to adjust teaching and learning activities. The teacher uses the evidence to determine where students are in their learning, where they need to go and how best to help the student get there by providing descriptive feedback and coaching for improvement. In Assessment as Learning , assessment evidence is used by students to improve their own learning through reflection and specific goal setting. Students use the evidence to adjust their own learning and set their own goals. Teachers obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays and tests (p 29) . As essential steps in assessment for learning and as learning, teachers will: • plan assessment concurrently and integrate it seamlessly with instruction to inform instruction, guide next steps, and help teachers and students monitor students’ progress towards achieving learning goals (pp 29, 30, 33) . • identify and share specific learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses (pp 28, 32, 33) . • gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools (pp 28, 34) . • give and receive specific and timely descriptive feedback that informs students about what they are doing well, what needs improvement, and what specific steps they can take to improve (pp 29, 32, 34) . • help students to develop skills of peer and self-assessment including setting individual goals (pp 29, 35) .

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