Miss M's Learning Space

English Language Learners (Chapter 8) Assessment  for English Language Learners (ELLs) is based on the modifications/accommodations outlined in the student's IEP that are based on the student's language-learning needs. On report cards teachers will check the ESL/ELD box to indicate that modifications to the curriculum have been made in order to address the language learning needs of the student. However, just because a student is participating in ESL or ELD classes does not mean that there are modifications being made to the curriculum. Several accommodations can be incorporate into the assessment of ELLs; such as:  allowance of extra time;  use of alternative assessment strategies; or  use of simplified language and instructions.  Modifications vary on a student-to-student basis and are based on how early a student is in the language learning stage and how limited/extensive their prior schooling was.  Some other resources to help teache...

Students with Special Needs (Chapter 7) An individualized education plan (IEP) will specify whether a student is requires:  accommodations only;  modified learning expectations, with the possibly of accommodations; or an alternative program, not derived from the curriculum expectations for a subject/grade or a course.  Students who require modified or alternative expectations will be evaluated based on those expectations, as outlined in the IEP, not the curriculum requirements for that grade level.  Accommodations are requirements by some students in order to participate with the curriculum and to demonstrate achievement of the expectations. They are changes in procedure that enable students to demonstrate their learning.  Modifications are changes made to the grade-level expectations for a subject. Modifications can include a blend of expectations from different grades or an increase/decrease in the number and/or complexity of expectations...

Reporting Student Achievement (Chapter 6) In Ontario, student achievement is documented in a series of report cards. The first is the Elementary Progress Report Card which represents a student's general progress through the curriculum as well as development of learning skills. The second is the Elementary Provincial Report Card which is distributed twice a year and designed to showcase students academic (curriculum) and developmental/social (learning skills) achievements.  High school report cards are distributed at the end of each semester and reflect similar achievements to those in the elementary report cards.  The Elementary Progress Report Card for grades 1-8 indicates progress through the curriculum using the following phrases rather than letter grades:  progressing with difficulty;  progressing well; and  progressing very well.  On the Provincial Report Cards, however, there are letter grades assigned to students in grades 1-6 an...

Evaluation (Chapter 5) Evidence of student achievement is gathered through observations, conversations, and student products using multiple sources of evidence in order to increase reliability and validity of student learning. In order to determine a report card grade there are several considerations a teacher must make. In addition to taking into account all evidence gathered throughout the class/unit, the teacher will also consider what's missing , and what weight different evidences might carry. Teachers will use their professional judgement in order to assign a grade based on the aspects of student performance listed above.  Report card grades are based on the achievement charts and success in achieving the overall expectations. In grades 1-6 students are assigned a letter grade, whereas students in grade 7-12 will be assigned a mark out of 100 (a percentage).  Growing Success (2010). Achievement Levels Grades 1-6 [Online Image]. Retrieved from: http://bit.ly...

Assessment for Learning, Assessment as Learning, and Assessment  of  Learning (Chapter 4) Assessment for learning: assessment that is used to gauge where learners are in their understanding of content; it is not used for grading but rather as a tool for students and teachers. It's broken down into:  diagnostic assessment which occurs before instruction begins so teachers can determine students’ readiness to learn new knowledge and skills, as well as obtain information about their interests and learning preferences ; and  formative assessment which occurs frequently and in an ongoing manner during instruction , while students are still gaining knowledge and practising skills. Assessment as learning: assessment that is ongoing and in conjunction with students. It attempts to foster students to become their own best assessor. It is comprised of:  formative assessment which occurs frequently and in an ongoing manner during instru...

Performance Standards: The Achievement Chart (Chapter 3) An achievement chart is a standardized way of assessing curriculum expectations. The achievement charts are divided into several categories. First, they are divided into 4  types  of knowledge and skills (page 17).  Knowledge and understanding: s ubject-specific content acquired in each grade/course (knowledge), and the comprehension of its meaning and significance (understanding).  Thinking: the use of critical and creative thinking skills and/or processes.  Communication: the conveying of meaning through various forms.  Application: the use of knowledge and skills to make connections within and between various contexts.   In addition to being divided by  types  of knowledge and skills, they are also divided into  levels of achievement . Level 1: achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills wit...

The following series of posts is an outline of what I've learned in our assessment class. It's outlined by sections in the Growing Success guideline and ties together several resources from around the web. In addition, it includes a personal reflection on what I need to improve in order to better integrate these practices into my classroom.  Learning Skills and Work Habits (Chapter 2) The learning skills and work habits are defined by Growing Success (page 11) as:  responsibility;  organization;  independent work;  collaboration;  initiative; and  self regulation.  Several other resources expand on why those are so crucial in the work force/in society in general. For example, the Conference Board of Canada outlines the employability skills which are strikingly similar to (but more expanded than) the skills outlined in Growing Success. Similarly, the Ontario Ministry of Education describes the Essential Skills - ...