BC Education - CAPP: Appendix D

P rescribed learning outcomes, expressed in measurable terms, provide the basis for the development of learning activities, and assessment and evaluation strategies. After a general discussion of assessment and evaluation, this appendix uses sample evaluation plans to show how activities, assessment, and evaluation might come together in a particular Career and Personal Planning program.

Assessment and Evaluation

Assessment is the systematic gathering of information about what students know, are able to do, and are working toward. Assessment methods and tools include: observation, student self-assessments, daily practice assignments, quizzes, samples of student work, pencil-and-paper tests, holistic rating scales, projects, oral and written reports, performance reviews, and portfolio assessments.
Student performance is evaluated from the information collected through assessment activities. Teachers use their insight, knowledge about learning, and experience with students, along with the specific criteria they establish, to make judgments about student performance in relation to prescribed learning outcomes.
Students benefit most when evaluation is provided on a regular, ongoing basis. When evaluation is seen as an opportunity to promote learning rather than as a final judgment, it shows learners their strengths and suggests how they can develop further. Students can use this information to redirect efforts, make plans, and establish future learning goals.
Evaluation may take different forms, depending on the purpose.

Criterion-referenced evaluation should be used to evaluate student performance in classrooms. It is referenced to criteria based on learning outcomes described in the provincial curriculum. The criteria reflect a studentšs performance based on specific learning activities. When a studentšs program is substantially modified, evaluation may be referenced to individual goals. These modifications are recorded in an Individual Education Plan (IEP).
Norm-referenced evaluation is used for large-scale system assessments; it is not to be used for classroom assessment. A classroom does not provide a large enough reference group for a norm-referenced evaluation system. Norm-referenced evaluation compares student achievement to that of others rather than comparing how well a student meets the criteria of a specified set of learning outcomes.

Criterion-Referenced Evaluation
In criterion-referenced evaluation, a studentšs performance is compared to established criteria rather than to the performance of other students. Evaluation referenced to prescribed curriculum requires that criteria are established based on the learning outcomes listed under the curriculum organizers for Career and Personal Planning 8 to 12.
Criteria are the basis of evaluating student progress; they identify the critical aspects of a performance or a product that describe in specific terms what is involved in meeting the learning outcomes. Criteria can be used to evaluate student performance in relation to learning outcomes. For example, weighting criteria, using rating scales, or performance rubrics (reference sets) are three ways that student performance can be evaluated using criteria. Samples of student performance should reflect learning outcomes and identified criteria. The samples clarify and make explicit the link between evaluation and learning outcomes, criteria, and assessment. Where a studentšs performance is not a product, and therefore not reproducible, a description of the performance sample should be provided.

Criterion-references evaluation may be based on these steps:
Step 1 Identify the expected learning outcomes (as stated in this Integrated Resource Package).

Step 2 Identify the key learning objectives for instruction and learning.

Step 3 Establish and set criteria. Involve students, when appropriate, in establishing criteria.

Step 4 Plan learning activities that will help students gain the knowledge or skills outlined in the criteria.

Step 5 Prior to the learning activity, inform students of the criteria against which their work will be evaluated.

Step 6 Provide examples of the desired levels of performance.

Step 7 Implement the learning activities.

Step 8 Use various assessment methods based on the particular assignment and student.

Step 9 Review the assessment data and evaluate each student's level of performance or quality of work in relation to criteria.

Step 10 Where appropriate or necessary, assign a letter grade that indicates how well the criteria are met.

Step 11 Report the results of the evaluations to students and parents.

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Maintained by: Career and Personal Planning Coordinator
Revised: January 25, 1999
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Criterion-references evaluation may be based on these steps:
Step 1		Identify the expected learning outcomes (as stated in this Integrated Resource Package).
Step 2		Identify the key learning objectives for instruction and learning.
Step 3		Establish and set criteria. Involve students, when appropriate, in establishing criteria.
Step 4		Plan learning activities that will help students gain the knowledge or skills outlined in the criteria.
Step 5		Prior to the learning activity, inform students of the criteria against which their work will be evaluated.
Step 6		Provide examples of the desired levels of performance.
Step 7		Implement the learning activities.
Step 8		Use various assessment methods based on the particular assignment and student.
Step 9		Review the assessment data and evaluate each student's level of performance or quality of work in relation to criteria.
Step 10		Where appropriate or necessary, assign a letter grade that indicates how well the criteria are met.
Step 11		Report the results of the evaluations to students and parents.