Appendix D: Assessment and Evaluation
Introduction

Prescribed learning outcomes, expressed in observable 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 music 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 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; 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 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 each curriculum organizer for the subject.

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 student's performance is not a product, and therefore not reproducible, a description of the performance sample should be provided.

Criterion-referenced 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.

Criterion-referenced 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.

Appendix D: Assessment and Evaluation
Samples

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 five parts to each sample:

identification of the prescribed learning outcomes
overview
planning for assessment and evaluation
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.

Overview

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

Planning for Assessment and Evaluation

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, which are 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 Composition and Technology 11 and 12.

Sample 1: Grade 11
Introduction to Technology
Sample 2: Grade 11
Rhythm Study with Invented Notation
Sample 3: Grade 12
Pop Music
Sample 4: Grade 12
Culture in Your Community

Revised: January 25, 1999

BC Ministry of Education Home Page

Appendix D: Assessment and Evaluation Introduction