Thinking outside the box is important. Dawn had us try and draw four straight lines, touching all nine dots. This showed us that sometimes you literally have to think outside the box. Not everyone will think the same and have the same ideas.

We assess kids to help with their education and allow them to understand their own learning

It is important we do not assess kids in certain ways, like being late for example. We don't know what the child's circumstances are, and it is not our job to judge that.

Do not give marks for homework practice: it is to reinforce learning and to help students with skill mastery

Do not use zeros: the use of a zero rarely reflects the actual learning done by as student. Rita Pierson discusses that she had a student get 2/20 right. Instead of focusing on the 18 the student got wrong, she focused on the 2 the student got right and put a smiley face. This shows the students they didn't get them all wrong, and they are heading in the right direction

Do not use all of the evidence you've gathered overtime and use it to grade

Parachute example: Although student 3 started off having the lowest mark while parachute packing, he is the one I would trust the most to pack my parachute, because he was the only one that showed consistent improvement. This was eye opening to know how important it is not to assess everything we accumulate throughout the entire year.

When students do poorly in certain areas and better in others, we support them to help them do their best. we also have to take into consideration that most people are good in some subjects and not others.

When parents keep asking for homework for their children, teachers can give suggestions for education games or activities parents can do with their children at home

"This 9letter grade/percent mark) is based on achievement of expectations in the IEP that vary from the Grade X expectations (and/or) are in (increase/decrease) in the (number and/or complexity) of curriculum expectations." (Fyn, 2018)

guide the development of high-quality assessment tasks and tools

provide a basis for consistent and meaningful feedback to students

establish categories and criteria with which to assess and evaluate students' learning

It helps to understand where each child falls in each level and each category. Can support me when completing report cards and process reports

"The goal of using a criterion-based approach is to make the assessment and evaluation of student achievement as fair, reliable, and transparent as possible" (OME, 2016, p. 19)

Information can be similar in all grade levels, but you have to look for specific indicators to really tell the grade levels apart

Not all comments have to be similar in report cards, it is important to make it personalized and provide specific examples

Integrated program of learning for four and five-year-old children

Relationships with others (e.g. community, world around them)

Child's contributions as part of a group, a community, and the natural world

Innovative ways to thinking (e.g. apply ideas in relationships, materials, environment)

Making meaning of their world (e.g. questions, testing, solving problems, engage in creative and analytical thinking)

Checklists can be a useful assessment tool for both teachers and students

It is beneficial to give a constructive criticism sandwich!

Do we incorporate all 3 types of rubrics, or just what rubrics best supports my students?

6. Know when the plan is successful or needs to be changed

Some may seem similar, there are certain characteristics that you can use to help define which level is which

Sometimes it can be difficult to assess what level each child is at

Word tennis: a beneficial way to learn words and techniques

Ontario Ministry of Education (2016). The Kindergarten Program.