The Achievement Chart Mathematics

Grades 7 - 10

Goals of the Achievement Chart Session:

• Clarify the purpose of the Achievement Chart

• Establish common terminology and definitions for the components of the Achievement Chart

Definition of the Achievement Chart

• The achievement chart is a standard province-wide guide to be used by teachers. It enables teachers to make judgements about student work that are based on clear performance standards and on a body of evidence collected over time.

Purposes of the Achievement Chart

• To provide a framework that encompasses all curriculum expectations for all grades and all subjects

• To guide the development of assessment tasks and tools, (including rubrics)

• To help teachers plan instruction for learning • To assist teachers in providing meaningful feedback

to students• To provide various categories and criteria with

which to assess and evaluate student learning

Rationale for Change

• To increase consistency and clarity in assessment vocabulary

– across elementary/secondary panels

– across subjects/disciplines

• To further advance assessment literacy

Components of the Achievement Chart

• Categories

• Criteria

• Descriptors

• Qualifiers

Categories

• The categories, defined by clear criteria, represent four broad areas of knowledge and skills.

• The four categories should be considered as interrelated, reflecting the wholeness and interconnectedness of learning.

Category:Knowledge and Understanding

• Definition:

The acquisition of subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding).

Category: Thinking

• Definition:

The use of critical and creative thinking skills and/or processes.

Category: Communication

• Definition:

The conveying of meaning through various forms.

Category: Application

• Definition:

The use of knowledge and skills to make connections within and between various contexts.

Criteria

• The subsets of knowledge and skills that define each category in the Achievement Chart.

• The criteria identify the aspects of student performance that are assessed and/or evaluated (i.e., the “look for’s”).

Descriptors

• A descriptor (e.g., effectiveness) indicates the characteristic of a student’s performance with respect to a particular criteria.

Qualifiers

• A qualifier (limited, some, considerable, or high degree) is used to define each of the four levels of achievement.

Goals of the Achievement Chart Session:

• Clarify the purpose of the Achievement Chart

• Establish common terminology and definitions for the components of the Achievement Chart

ASSESSMENT and EVALUATION

Assessment and Evaluation

ACTIVITY: Discuss with colleagues at your table questions

you have concerning assessment and evaluation. Come to consensus around one question for your

table. Choose a person from your table to record that

question on the chart paper provided. That individual is to post the question on the wall.

Primary Purpose of Assessment and Evaluation

The primary purpose of assessment and evaluation is to improve student learning

ASSESSMENT

Assessment is the process of:

• gathering information from a variety of sources

• providing students with descriptive feedback for future development

ASSESSMENT

Involves giving feedback to studentsand

helps them to:

• get on track

• stay on track

• improve their work

EVALUATION

Evaluation is the process of:

• judging the quality of students’ work on the basis of established criteria

• assigning a value to represent that quality

EVALUATION

• Usually occurs at or near the end of a learning process

Assessment and Evaluation

• The expectations represent the content standards

• The Achievement Chart represents the performance standards

Assessment and Evaluation

What is the connection between overall and specific expectations?

Assessment and Evaluation

Do overall expectations have to be evaluated?

Assessment and Evaluation

Do ALL specific expectations have to be evaluated?

Assessment and Evaluation

Do all specific expectations have to be taught?

Assessment and Evaluation

Does each expectation have to be “checked off” as it is taught?

Assessment and Evaluation

ACTIVITY: Review with colleagues at your table the question

that was posted on behalf of your table group. Has the question been answered to your satisfaction?

If your table group is satisfied that it has been answered, the recorder is asked to remove the question.

If your table group is not satisfied that the question has been answered, please leave the question posted.

REVISED CURRICULUM/

EXISTING RESOURCES

The Ontario Curriculum – Exemplars

Grade 7

Mathematics

The Ontario Curriculum – Exemplars

Grade 9

Mathematics

Revising Resources

ACTIVITY:Step 1: Expectations In pairs, read the “assigned” expectations. Check the revised curriculum. Change the wording, as required, to meet

the revised expectation or find a suitable substitute or eliminate if no suitable substitute exists.

Revising Resources

ACTIVITY “RULES”: After working in pairs, share your

findings and decisions with your colleagues at the table.

You should make ALL changes on your own sheets to ensure you have a revised resource to take back to share.

Revising Resources

ACTIVITY:Step 1: Expectations Substitute with specific expectations

only.

Renumber the expectations, if necessary

Revising Resources

ACTIVITY:Step 2: The Task

Read the description.

Are any changes necessary?

Revising Resources

ACTIVITY:Step 3: Prior Knowledge and

Skills

Read this section.

Are additions or deletions needed?

Revising Resources

ACTIVITY:Step 4: Task Rubric Rename the category names to align with

the revised Achievement Chart. Align the revised expectations with the

criteria in the task rubric. Adjust the criteria, if necessary.

Revising Resources

In conclusion . . . . . .

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