Assessment and Equity in the Classroom

Transcript

1. Assessment and Equity in the Classroom EDFE 1300 - Inclusion, Disability and Education By: Tamera B
2. What makes an assessment fair for all students? Ice Breaker
3. Understand student learning Identify learning gaps adjust instructions support student growth ASSESSMENT IS NOT ONLY ABOUT GRADING STUDENTS According to ontario policy, the primary purpose of assessment is to imporve student learning
4. Diagnostic or formative informs teaching helos identify student needs Examples: • exit tickets at the end of a lesson • quick quizzes that are not graded discussions : Assessment for learning • summative assessment • used to evaluate achievement Examples: unit tests final essay projects presentations Assessment of Learning 3 Types of Assesment self-reflection and peer assessment encourage metacognition Examples: Self assesment checklist Learning relfection Jounral Peer feedback Assessment as Learning
5. What makes a good Assessment The Growing Success document outlines fundamental principles of assessment. Assessment should be: • fair • transparent • equitable • connected to learning goals • varied and ongoing • provide clear feedback Assessment practices must be fair, transparent, and equitable for all students.
6. Assessment and Inclusion Inclusive assessment recognizes that students learn differently. Some students may require: • accommodations • modified expectations • alternative learning goals Treating every student the same may disadvantage learners who require additional supports
7. Supporting ESL and IEP Students For ESL learners • visual supports • simplified language • oral responses instead of written • extra time For students with IEPs • modified expectations • assistive technology • alternative formats • chunking tasks These adjustments help ensure equitable opportunities to demonstrate learning. Teachers can adjust assessment to support diverse learners.
8. Learning Skills and Assessment Ontario also evaluates learning skills and work habits, such as: • responsibility • organization • collaboration • initiative • self-regulation These are reported separately from academic grades so teachers can give more specific feedback about student development.
9. Activity: Designing an Inclusive Assessment In small groups, you will redesign an assessment to make it fair, inclusive, and aligned with learning goals. confident self-assured conceited
10. A Grade 7 teacher evaluates presentations based on: • eye contact • confidence • speaking loudly Some students: • have anxiety • are English language learners • have IEP accommodations Task: redesign this assessment. Scenario:
11. In pairs, you must: 1.Imporve one assessment task 2.One clear success criteria 3.One accommodation or alternative option
12. Discussion • How did your group improve fairness? • How did you support diverse learners? • What challenges did you encounter?
13. Thank you! Please take a moment to write me some feedback!