Appendix D: Assessment and Evaluation

Assessment and Evaluation

Learning outcomes, expressed in measurable terms, provide the basis for the development of learning activities and assessment and evaluation strategies. Assessment is the systematic gathering of information about what students know, are able to do, and are working toward. Assessment methods include student self-assessments, reviews of performance, portfolio assessments, and conferencing. Assessment tools may include observation, daily practice assignments, quizzes, samples of student work, pencil and paper tests, holistic rating scales, projects, and oral and written reports. 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 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 student's performance based on specific learning activities. When a student's 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. A norm-referenced evaluation system is not meant for classroom assessment because a classroom does not provide a large enough reference group. Norm-referenced evaluation compares one student's achievement to that of others. The comparison is based on a "normal" distribution. A normal distribution shows how achievement in a particular area is distributed over an entire population. To use norm-referenced evaluation appropriately, a student's achievement must be compared to a reference group large enough to represent the population. Placing student achievement on a normal distribution curve does not accurately describe a student's individual progress; it compares student achievement to that of others rather than comparing how well a student meets the criteria of a specified set of learning outcomes.

In criterion-referenced evaluation, a student's 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 Fine Arts 11.

Criteria are the basis of evaluating student progress; they identify the critical aspects of a performance or a product which 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 (i.e., 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 will clarify and make explicit the link between evaluation and learning outcomes, criteria, and assessment. (Where a student's performance is not a product, and therefore not reproducible, a description of the performance sample will be provided.)

Criterion-referenced evaluation may be based upon the steps below.

• identify the expected learning outcomes (as stated in the Integrated Resource Packages)
• identify the key learning objectives for instruction and learning
• establish and set criteria
• involve students, when appropriate, in establishing criteria
• plan learning activities that will help students gain the knowledge or skills outlined in the criteria
• inform students of the criteria their work will be evaluated against prior to the learning activity
• provide examples of the desired level of performance
• implement the learning activities
• use various assessment methods based on the particular assignment and students
• review assessment data and evaluate each student's level of performance or quality of work in relation to criteria
• report the results of evaluation to students and parents

Legislation requires that teachers provide parents with three formal reports each year. The following are guidelines and suggestions for assigning letter grades. Letter grades are used to indicate a student's level of performance in relation to expected learning outcomes. They may be assigned for an activity, a unit of study, a term, as a final grade at the end of the year, or at the completion of a course or subject.

Assigning Letter Grades for an Activity or Project

Learning outcomes for the activity and unit are identified to make clear what the student is expected to know and be able to do.

1. The provincial curriculum prescribes broad learning outcomes. From these, the teacher establishes more specific outcomes for the learning activities.
2. Specific criteria for the unit and activity are established. It is helpful for students to be involved in establishing criteria. In this way they understand what is expected of them.
3. Different levels of performance or models are developed. Students are more likely to be successful when they clearly understand the criteria and the level of performance expected.
4. Students participate in learning activities to allow them to practise the skills and acquire the required knowledge. Feedback is provided to help the students continue their learning. Practice exercises help students meet the criteria and achieve the expected level of performance. Results from practice exercises support the student's learning but should not contribute to the term evaluation or final letter grade.
5. Students are given opportunities to demonstrate their learning. Teachers may have students represent their learning in a variety of ways. Assessment data is collected from tests, teacher observations, conferences, student self-assessment, written assignments, portfolios, and performance tasks.
6. Students' levels of performance are evaluated in relation to the criteria. Evaluation of each student's performance is based on the assessment data collected and is compared to the established criteria.
7. The teacher assigns a letter grade for a set of activities. The letter grade indicates how well the criteria were met. Teachers often include written feedback to students along with the letter grade. In this way students gain information necessary to continue their learning.

• background information to provide the context for the instruction and assessment
• the learning outcomes from the prescribed fine arts curriculum
• attitudes and skills to be assessed, such as problem-solving and communication skills
• the assessment or performance task
• information on how the criteria are to be applied in assessing and evaluating
• the holistic scale, performance scale, or rubric to be used in the evaluation

Where noted, the examples relate directly to the Content Models described in the main body of this document.

Dance

To assist teachers in assessing this new curriculum area, the following sample contains generic assessment criteria for the discipline of dance are listed here. Criteria need to be adapted for specific situations as outlined in the preceding steps.

1. Technique criteria

• execution of a specific skill (within a dance style)
• alignment
• balance
• breathing
• co-ordination
• control
• flexibility
• strength
• dynamics
• rhythm

• shows originality
• provides structure (i.e., has a beginning, middle, end)
• makes transitions
• remains on topic throughout piece
• uses the basic elements of dance

• dance memory
• projection/focus
• effective use of dynamics
• fulfills the intention of the movement
• overall effect

• wears appropriate clothing
• expends physical effort
• is on task
• co-operates with others
• is open to new experiences
• participates

• describes what was seen
• provides an opinion
• supports the opinion
• refers to elements of dance
• uses dance vocabulary

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Fine Arts Coordinator

Revised: April 1995

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