Appendix C: Assessment and Evaluation Introduction

The samples in this section show how a teacher might link criteria to learning outcomes. Each sample is based on prescribed learning outcomes taken from one or more organizers. The samples provide background information to explain the classroom context; suggested instruction tasks and strategies; the tools and methods used to gather assessment information; and the criteria used to evaluate student performance.

How the Samples are Organized

There are six parts to each sample:

• identification of the prescribed learning outcomes
• unit focus
• planning the unit
• the unit
• defining the criteria
• assessing and evaluating student performance

Prescribed Learning Outcomes

This part identifies the organizer or organizers and the specific prescribed learning outcomes selected for the sample.

Unit Focus

This is a summary of the key features of the sample.

Planning the Unit

This part describes how the teacher prepared for the unit.

The Unit

This part outlines:

• background information to explain the classroom context
• instructional tasks
• the opportunities that students were given to practise learning
• the feedback and support that was offered students by the teacher
• the ways in which the teacher prepared students for the assessment

Defining the Criteria

This part illustrates the specific criteria (based on prescribed learning outcomes), the assessment task, and various reference sets.

Assessing and Evaluating Student Performance

This part includes:

• assessment tasks or activities
• the support that the teacher offered students
• tools and methods used to gather the assessment information
• the way the criteria were used to evaluate the student performance

EVALUATION SAMPLES

The samples on the following pages illustrate how a teacher might apply criterion-referenced evaluation in Mathematics 8 and 9.

• Sample 1:
  Mathematics 8
  Data Analysis
  (Page C-5)
  
  
• Sample 2:
  Mathematics 9
  Risk Management
  (Page C-11)
  

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