Data Collection Tool

Recording evidence of student learning and understanding (through observations, conversations and products) is a very complicated process. We have provided some options here for how you might want to do this that are different from enCompass's Gradebook or Markbook.

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If you are just getting started with a data paradigm model of assessment, the MILD version of a data collection tools allows you to assess student evidence using the Provincial Achievement Chart (Levels 1-4)

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If you have read Building Thinking Classrooms and would like to implement an assessment strategy similar to the one described in Chapters 13& 14, there are two MEDIUM data collection tools offered that use this model.

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If you are ready for something HOT, consider replacing or supplementing one of the medium data collection tools with a digital Student Navigation Tool and having your students track their own learning.

BACKGROUND

Copy of Tool Kit #4 (For Website)

Moving from a POINTS PARADIGM to a DATA PARADIGM

Under a point-gathering paradigm of assessment, points (marks) are earned during events (such as a test). All students are assessed based on the same events. Compliance and competence on these point collection opportunities determine whether a student is successful or not.

However, assessment that is rooted in Culturally Relevant and Responsive Pedagogy invites students to be active participants in their learning and must be equitable, inclusive, and transparent.

Triangulation of Data Using Products, Conversations and Observations

Within a data-gathering paradigm of assessment, a body of evidence is collected that considers a student's most recent and most consistent demonstration of understanding. The evidence that is collected about student learning should reflect and affirm students' lived experiences within their school, home, and community, learning strengths, and mathematical knowledge.

Not all students have to have the same type or number of pieces of evidence. Students' assets and different ways of knowing are considered as equally valid evidence of learning. The process of triangulating evidence of student learning allows teachers to more accurately understand how each student is progressing.

Assessment FOR Learning

creates opportunities for teachers to intentionally learn about each student and their sociocultural and linguistic background in order to gather evidence about their learning in a way that allows teachers to be reflective of and responsive to each student’s strengths, experiences, interests, and cultural ways of knowing.

Ongoing, responsive teaching and assessment is essential for improving student learning.

Assessment AS Learning

requires teachers to create ongoing opportunities for all students to develop as confident, independent, autonomous learners who set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning in relation to learning goals.

Teachers support students by providing them with opportunities to participate in assessment and evaluation, to co-create success criteria, and to evaluate their own progress.

Assessment OF Learning

is used by the teacher to summarize learning at a given point in time on the basis of established criteria and to support the communication of information about achievement to each student, their families, teachers, and others.

Teachers engage in culturally responsive and relevant practices that value student agency and voice in determining the variety of ways in which students can demonstrate their learning.

Adapted from Culturally Responsive Assessment and Evaluation in Mathematics, Ontario Ministry of Education, MTH1W

For more information on assessment and evaluation, visit Ontario Ministry of Education's Fundamental Principals of Assessment and Evaluation.

CONSIDERATIONS FOR CHOOSING A DATA COLLECTION TOOL

Before selecting a tool to use, consider these questions:

How does it reflect the types of assessment opportunities you plan to give your students?
Does the tool give you information that you can use to make future decisions about instruction and supporting individual students?
Does it reflect the emphasis you are giving to the curriculum expectations? Or do you need to supplement with additional forms of feedback for certain areas?
Will recording the information you collect be efficient for you? Will you be able to record information in a timely manner?
How will you communicate students' progress to them (and their families) in a way that celebrates growth, encourages goal-setting, and may even honour students' self-assessment?
Does it reflect the emphasis you are giving to the curriculum expectations? Or do you need to supplement with additional forms of feedback for certain areas?

TEMPLATES & EXPLANATIONS

MILD: 🔥

The MILD version of the data collection tool uses the Provincial Achievement Chart Levels to assess students on the Overall Expectations of the course.

CLICK HERE to make a copy of the MILD data collection tool spreadsheet.

NOTE: This tool does not include a way to share a student's progress with them in the interest of transparency. This can be facilitated in a number of ways. A simple way would be to share a screenshot of each student's row to share with them at midterm time.

MEDIUM: 🔥🔥

The MEDIUM version of the data collection tool uses the mild/medium/hot or basic (easy) / intermediate (medium) / advanced (hard) difficulty scale, as referred to in Building Thinking Classrooms Chapters 13&14 to record students' progress based on the overall expectations of the course.

CLICK HERE to make a copy of the MEDIUM (Version 1) data collection tool spreadsheet.

CLICK HERE to make a copy of the MEDIUM (Version 2) data collection tool spreadsheet.

NOTE: This tool does not include a way to share a student's progress with them in the interest of transparency. This can be facilitated in a number of ways. A simple way would be to share a screenshot of each student's row to share with them at midterm time.

Video updated Aug.25, 2021 to include Version 2

HOT: 🔥🔥🔥

The HOT version uses one of the MEDIUM versions of the data collection tools AND provides a student self-assessment supplement.

Alternatively, the student self-assessment tool might replace the other data collection tools.

CLICK HERE to make a copy of the Student Self-Assessment Navigation Tool.

NOTE: After sharing separate files with each student, you could collect all your students' self assessment data in one place using the IMPORTRANGE function.

EQUITABLE ASSESSMENT PRACTICES:

Assessment from a CRRP stance, by its nature, encompasses a wide variety of assessment approaches. It is designed to reflect, affirm, and enhance the multiple ways of knowing and being that students bring to the classroom while maintaining appropriate and high academic expectations for all students. The primary purpose of assessment is to improve student learning.

Adapted from Ontario Ministry of Education Curriculum - Mathematics: Grade 9 - Assessment and Evaluation

UNIVERSAL DESIGN FOR LEARNING

provide multiple means and opportunities for students to demonstrate evidence of learning
provide visual examples of the skill that each expectation refers to
meet with students individually to ensure that they all know how to access and understand assessment information shared with them

STUDENTS WITH SPECIAL EDUCATION NEEDS

consider reducing the number of specific expectations assessed as appropriate based on a student's IEP
provide assistance in understanding assessment information and setting goals for next steps

MULTILINGUAL LEARNERS

provide translation as needed to understand assessment information for both students and parents
encourage translanguaging in student self-assessment and goal setting

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