Using Formal Diagnostic Assessments
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In Growing Success, the term diagnostic assessment is defined as “assessment that is used to identify a student’s needs and abilities and the student’s readiness to acquire the knowledge and skills outlined in the curriculum expectations... This data may be collected through a variety of means, which can include observation, student portfolios, and student self-assessment, among others.” (PPM 155)
Knowing the learner is a critical part of effective teaching and learning. Educators are encouraged to utilize a variety of diagnostic assessments and observations to inform their teaching.
Learn about board approved diagnostic tools by clicking below:
Literacy |
- DIBELS (Universal Reading Screener)
- Core Phonics Screener
- PASS
- PM Benchmarks
- CASI
- GB+
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Kindergarten Tools for Assessment Package |
Access to the Tool | Rationale/Purpose | Recommended Timelines | Desired Targets |
Please see the chart below
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The Kindergarten Tools for Assessment contains a variety of research-based assessments that support children’s learning and well-being within a play-based program. These assessments will enhance educators’ observations and understanding of children’s knowledge and abilities. These assessments should be used to inform thinking when designing the play-based learning environment.
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It is recommended that educators begin with the Overall Well-Being Assessment tool. All other assessment tools should be administered when it is developmentally appropriate for individual students.
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Educator teams should use the data gathered from these tools to set individual small group and whole class goals for growth.
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Continuum Based Mathematics |
Access to the Tool | Rationale/Purpose | Recommended Timelines | Desired Targets |
Please see the table below |
CBM provides teachers with information on students' understanding of Number Sense as specified in the Ontario Curriculum. Since number sense transcends the other strands, it impacts students' ability to make connections between strands and subjects. Once learning opportunities have been identified, educators can use specific activities (as identified in the Scope and Sequence documents) to move students on in their learning. Educators could use previous year’s results to decide which CBM questions to use as a starting point for each student.
Educators should administer the assessment in manageable chunks to ensure they receive valid data. Students may be fatigued if they are given the entire assessment in one sitting. Individual student assessments should be a continuation of the previous year’s results. Observations and conversations are an important method for gathering data.
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Kindergarten
Educators should focus on the Counting assessment until students are developmentally ready for the Quantity assessment.
Grades 1 – 8
September/Early Fall - Counting and Quantity
By December (or earlier) - Operations
While educators may choose to re-administer any of the tests near the end of the learning cycle or at the end of the year, an effective alternative is to update data throughout the year based on observation, conversation and product.
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Grade level targets, as indicated in the CBM Tracking sheets in each of Counting, Quantity and Operations are as follows:
2-Year Kindergarten Program Phase 1
Grades 1 – 2: Phase 2
Grades 3 – 4: Phase 3
Grades 5 – 6: Phase 4
Grades 7 – 8+: Phase 5
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CBM Administration Guide |
The Continuum-Based Math assessment provides educators with information on students' understanding of Number Sense as specified in the Ontario Curriculum. Since number sense transcends the other strands, it impacts students' ability to make connections between strands and subjects. Once learning opportunities have been identified, educators can use specific activities to move students on in their learning.
- All CBM assessments should completed independently, in manageable chunks, and during class time to ensure your data is valid. Students should not be writing an entire booklet in a single sitting as fatigue can impact the data you receive.
- Any accommodations or modifications that a student regularly receives as part of an Individualized Education Plan should be in place during the CBM assessment.
- Using any prior information available, the teacher should decide the most appropriate phase to begin for each student. If the assessment shows there are gaps in that phase, teachers must test students on the previous phase(s) until a student has fully completed a phase.
- The location of the first error determines the phase that students are placed in. Teachers may stop administering the assessment once a student has made errors in any three columns.
- The diagnostic sheets themselves must not be given back to or shown to the students as they will be used to re-assess in the future.
- After reviewing assessment data, teachers set targets and use appropriate strategies to move students on.
- Educators may choose to re-administer any of the assessments near the end of a learning cycle, at the end of the year, or throughout the year based on observation, conversation and product.
Best Practices:
- It is not recommended to administer more than one page per day as fatigue can reduce the validity of your data. Educators may choose to administer the assessments one question at a time in kindergarten or primary grades or one page at a time in junior/intermediate grades.
- Re-administration of the CBM assessment cannot be done on the same day as the original assessment. The purpose of the assessment is to implement instructional strategies and track movement over time.
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Counting |
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Quantity |
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Operations |
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Denombrement |
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Quantité |
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Les Operations |
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Initial Language Assessment Steps To English Proficiency (STEP) for English Language Learners (ELLs) |
Access to the Tool | Rationale/Purpose | Recommended Timelines | Desired Targets |
The initial language assessor is an ESL/ELD teacher.
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The initial assessment is a snapshot in time that provides baseline information about an English Language Learners’ (ELLs) level of English proficiency and literacy development. It is an opportunity to develop a profile that includes the student’s educational, cultural and personal background.
(STEP User Guide 2015, p. 3, found on EduGAIN-ELL Home).
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Within a week of arrival. |
All new English language learners to Canada.
There are 6 levels of language acquisition in STEP. (see EduGAINs for detailed information).
When students reach STEP 5 they are considered to be working at grade level.
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Initial Mathematics Assessment for English Language Learners (ELLs) |
Access to the Tool | Rationale/Purpose | Recommended Timelines | Desired Targets |
The initial math assessor at the elementary level is an ESL/ELD teacher. |
The purpose of an initial assessment is to determine:
- The student’s language proficiency (oral, reading and writing) and literacy development;
- The student’s mathematical skill skill level;
- Appropriate programming supports;
- Appropriate placement.
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Within a week of arrival. |
All new English language learners to Canada. |
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Physical Literacy Assessment |
Access to the Tool | Rationale/Purpose | Recommended Timelines | Desired Targets |
Physical Literacy Assessment Tool |
“The goal of daily physical activity is to instill the habit of activity and enable all elementary students to be active on a daily basis in order to maintain or enhance their physical fitness, their overall health and wellness, and their ability and readiness to learn.”
~Health & Physical Education Curriculum Grades 1-8, p 26
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Classroom teachers are to follow the ministry mandated guidelines of 20 minutes of moderate to vigorous Daily Physical Activity each school day. |
The goal is to total at least 20 minutes of moderate to vigorous activity each school day. |
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Other Useful Resources: