Monday, August 4, 2008

Further Resources for Assessment and Evaluation, (A & E)

A and E can be found throughout all four stages of the research process and can be divided into three categories : Diagnostic Assessment, Formative Assessment, and Summative Evaluation. For further information and ideas see the TDSB Fresh AER documents or the Ministry's upcoming Growing Success A and E document:



Fresh AER: Assessment, Evaluation, and Reporting in Elementary and Secondary Schools. Toronto: Toronto District School Board, 2006. (Must be on TDSBweb to access link)
http://tdsbweb/_site/ViewItem.asp?siteid=65&menuid=6799&pageid=5916siteid=65&menuid=6799&pageid=5916

Growing Success: Assessment, Evaluation and Reporting: Improving Student Learning. Toronto: Government of Ontario, 2008
http://www.ocup.org/resources/#growpdf

Differentiated Instruction

There are a number of different strategies that can be used for Create and Share so that students are able to share and demonstrate their knowledge and learning to the best of their abilities. Two such strategies are called R.A.F.T. and Choice Boards. Here are a couple of examples as to how they can be used within the Research Process and this Performance Task.

R.A.F.T. - Role, Audience, Format, Topic
This is a strategy where students assume one of the roles and write an assignment on the suggested topic. Technology can be integrated into all of the formats, (Graphic Organizers, Word Processing, Podcasts, short films, etc…). Students may also create their own R.A.F.T. scenarios.


Buehl (2001)

Choice Boards

Teachers may allow students to create and share their learning in areas in which they are comfortable, but also offer opportunities to extend themselves.


Adapted from Differentiated Literacy Strategies for Student Growth and Achievement in Grades 7-12, Gregory and Kuzmich.

Leave a comment as to which model you might like to do with your students. Please respond to at least one other person's comment as well.

Stage 4 - Transfer Learning - Create and Share

Students should have a number of ways to demonstrate their learning. In stage four, teachers need to encourage creative and innovative thinking for final projects and activities. It is important for students to have choice in order to motivate them and encourage their decision making skills. Here are two examples of possible final products.









What are your thoughts on these two examples of final products? Please give a hurrah and a hint!

***Assessment and Evaluation rubrics for stage 4 can be found on Pages 116-119 of Imagine the Learning Elementary Research Guide, and on pages 68-70 of Research Success @ your Library - the Secondary Research Guide.