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Analyzing
and Interpreting the Data
Assessment serves a
critical role in providing information for making instructional decisions
as well as for evaluating and reporting student achievement. The data
collected must regularly be analyzed and interpreted to determine:
- the effectiveness
of instruction/program in promoting student progress
- students' strengths,
needs, attitudes and interests
- students' accomplishments
- what additional
assessment information may be required
Effective classroom
assessment is based on the analysis and interpretation of a steadily growing
body of evidence that is clearly related to purposes of instruction/program.
This evidence:
- is compiled using
developmentally appropriate assessment methods and tools
- reflects multiple
and varied sources of data
- is improvement-focused
and expectations-based
- reflects modifications
made to accommodate students' cultural, racial and gender differences
and disabilities
Arriving
at the Grade
Where
do I begin?
Look at the body of
evidence you have collected.
What
do I evaluate?
Data collected should include evidence of each of the four categories
in the achievement charts found in the Ontario Curriculum. Knowledge/Understanding,
Thinking/Inquiry, Communication and Application. During the term, student
work is assessed analytically based on the criteria for each distinct
task. For example, students may complete a test which assesses understanding
of specific knowledge and/or content or they may give a presentation which
is assessed on their ability to communicate information. For the purpose
of the report card, you will examine the body of evidence in a holistic
fashion.
Why
levels to marks and not the other way around?
The report card is criterion referenced, based on the criteria outlined
in the achievement chart. For the report card teachers are evaluating
students' performance in a holistic fashion considering all four categories:
knowledge/understanding, thinking/inquiry, communication and application.
These broad categories of learning cannot be evaluated with a specific
numeric value because of the range as described in the achievement charts.
Not everything done in the classroom can be leveled. For example, spelling
tests or multiplication facts cannot be leveled because there is only
one correct answer. Activities where students can demonstrate a range
of achievement lend themselves to being leveled.
Do
I average the marks?
Given that teachers are providing students with specific feedback, it
is expected that a student's achievement in each of the categories improves
as the term progresses. If marks are averaged, students are penalized
for their demonstration of achievement. Marks must be based on the highest,
most consistent, most recent level of performance.
How
do I arrive at a grade?
Determine which level best represents the students' work. Levels of achievement
are based on performance of each of the four categories: Knowledge/Understanding,
Thinking/Inquiry, Communication, and Application/Making Connections. Remember,
look for solid and consistent patterns of performance. Below are some
questions to consider for each category.
Knowledge/Understanding
- How
well does the student demonstrate knowledge and understanding of concepts
and principles?
- How
well can the student transfer this understanding to situations that
are new?
- How
well can the student demonstrate his or her understanding of the relationship
between various concepts and principles?
Thinking/Inquiry
- How well does the
student demonstrate the ability to use creative and critical thinking
to extend his or her knowledge and understanding?
- How well can the
student accurately analyze situations to reach logical conclusions?
- How well can the
student follow accepted processes for solving problems and arriving
at possible solutions?
Communication
- How well does the
student demonstrate his or her ability to communicate orally, in writing,
and graphically with others?
- How well does the
student communicate ideas and information to others?
- How well does the
student demonstrate proper use of language and terminology related to
the specific course material?
Application/Making
Connections
- How well does the
student demonstrate his or her ability to apply concepts and principles
in both familiar and unfamiliar situations?
- How well does the
student make the connections between various concepts and principles
in a variety of situations?
- How well does the
student demonstrate his or her ability to respond appropriately based
on information and ideas from the course material?
Here is an example.
You have determined that the body of evidence for a student falls into
level 3. This takes into consideration the highest, most recent, consistent
level of performance. In fact, some assessments show the student's work
is beginning to show traits of level 4. The letter grade for a level 3
is B. Since there is some evidence of level 4, you may assign
a B+ to show the student is beginning to move towards the next level.
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