Classroom Assessment and Evaluation Communication Plan
Grade: 3
Teacher: Mrs. A. Halvorsen
Website: https://sites.google.com/gnspes.ca/3/halvorsen/home
Introduction
Assessment and evaluation are an important aspect of your child’s education. The following contains information to assist you with understanding the process of assessment and evaluation in the grade three classroom. You can expect communication from me regarding your child’s performance throughout the school year as outlined.
Methods
Assessment is the process of gathering information about what children know and can do. This can be both formative and summative. Formative assessment is assessment used to provide feedback to teachers and students over the course of instruction. For example, guided questions and interviews with students involving goal setting are formative if they are used to guide the instruction to meet the student’s needs. Summative assessment generally takes place after a period of instruction and requires making a judgment about the learning that has occurred. Tests and projects are examples of summative assessments.
Evaluation is the process of analyzing, summarizing, and making decisions based on the information collected. The decisions a teacher makes in evaluating students learning relate to where each child is on the continuum of learning, and also where the child needs to go next in her/his learning. A variety of methods are used in assessing student learning to gain a more accurate picture of what students know and are able to do. This is referred to as balanced assessment. The following are types of assessment methods that may be used to gather information on student learning:
· Work Samples – collected and dated daily assignments
· Models – two or three dimensional representation or construction
· Reading Responses – informal writing shared among students and teachers
· Reports/Projects/Presentations – formal assignments extending over a period of time demonstrating understanding of a concept or topic
· Performances – skits, public speaking, debates, plays, role playing
· Tests/Quizzes – a time limited written or oral response to teacher questions on a specific concept
· Peer and Self Evaluation – students assessing their own and each others work using clear guidelines
· Observation/Anecdotal Records/Checklists – specific methods that support continuous gathering of information on student learning
· Rubrics – identifies and describes the criteria used to assess student performance
· Observation Survey – structured assessment activities giving evidence of a child’s reading ability
· Questioning – the use of question and answer in various settings to determine what a child knows
· Conferring – discussions between students and teacher regarding student accomplishments
· Portfolios – a collection of student/teacher selected work that portrays a student’s efforts, progress, and achievement over a period of time
· Student Led Conferences – students present evidence of their learning to parents/guardians
· Goal Setting – collaborative process among students, teachers and parents/guardians to establish goals the child will work towards over a specified period of time
· Reading Records/Spelling Inventory – teachers gather information from students about specific difficulties in these areas
· Reflections – students reflect orally or in written form on their learning
Use
A variety of methods of assessment will be used according to the educational needs of the students in my class. While no one teacher would necessarily use all of the above with a student, every teacher is committed to a balanced and fair approach to assessing student learning.
Once the information has been gathered, it must be analyzed and summarized in order to evaluate student learning. Evaluation involves weighing and balancing all available information and using a high level of professional judgment in making decisions based upon that information. It is important for me to share this information with students and parents so that the learning support your child receives is collaboration between parents and school.
Communicating Student Learning
Information about your child’s learning can be communicated to students and parents/guardians, in a variety of ways. These methods may include, but are not limited to:
· Curriculum Sessions for parents/guardians
· Monthly School and/or Class Newsletters
· Monthly School Calendars
· Classroom Website
· Student Homework
· Communication Book (as a two-way communication vehicle)
· Work Samples
· Reading-At-Home Programs
· Records of Books Read
· Writer’s Notebooks
· Response Writing
· Projects
· Displays
· Visits
· Telephone Calls
· Performances
· Student Work Portfolios
· Parent/Teacher Conferences
· Parent meetings with learning support staff
· Student-led Conferences
· Student Progress Reports (December, April, and June)
Reporting
Three Student Progress Reports are sent each year; in December, April and June. All parents are asked to meet with their child’s teacher regarding the first and second reports. (This year conferences may be virtual) There is also a feedback sheet attached to the progress reports. Parents are asked to contact me by voicemail or email if they have any questions about their child’s program, progress or any other concerns. I also invite parents to make an appointment to meet with me if you would like to do so.
School Progress Reports
Report cards will include written comments that will provide specific information about the child’s progress in each area of the curriculum. A developmental scale will be assigned to indicate how well students are achieving the grade level expectations. Students placed on Individual Program Plans (IPPs) will be assessed according to the expectations set out in their plan. Below is a guide to understanding the rationale behind these Student Progress Report developmental grades (also printed on the report cards for direct reference):
Academic Developmental Scale:
Well Developed (WD) understanding and application of skills and concepts
Developing as expected (D) with understanding and application of skills and concepts
Needs Development (ND) with understanding and application of skills and concepts
INS- Insufficient evidence to report on achievement of the expected learning outcomes
Contact Information
If you have any further questions or concerns, please contact me via email: AHalvorsen@gnspes.ca or by telephone: 902-864-6815