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Modelling and adapting expectations, strategies and assessment practices…

- - - - Have you provided enough feedback and instruction to have achieved the specific outcome from the curriculum?
        
        YES
        
        ASSESSMENT OF LEARNING - Summative Assessment
        This type of assessment is used to check student learning after a unit is complete. By this time, students have received frequent feedback and adequate instruction necessary to achieve the success criteria they helped create at the beginning of the unit. Although the results of a Summative Assessment can be useful in informing students and parents about future progress in other units, this assessment is used primarily to inform external actors of student progress as a collective. Student learning is evaluated as a number, score, or mark and it is compared to the learning of other students in the class. Remember to triangulate your assessments by including observations, conferencing, and student productions in your data. Be sure also to ensure objective observations and conferencing that are evaluated based on set expectations and weighed equally for all students.
        Observation: Performance tasks
        Conferencing: Interview, oral exam
        Student Production: Test, final project, written story, standardized tests # # #
        
        NO
        
        Of the following options, which would your students benefit from having more?
        
        Feedback from the teacher
        
        ASSESSMENT FOR LEARNING - Formative Assessment
        This assessment is used in class by the teacher and indirectly by the students. Teachers can check student learning to inform their instructional practice. This activity is just as much a part of the learning as the instruction. This is a continuous activity and it includes frequent and specific feedback to students to in turn inform their own progress in their learning. This type of assessment is conducted for the purposes of improving student learning. Remember to triangulate your assessments by including observations, conferencing, and student productions in your data. # # #
        
        Reflection of their own abilities
        
        Feedback from their peers
        
        ASSESSMENT AS LEARNING - Formative Assessment
        This assessment is focused on student metacognition. Through self-assessments and peer-assessments, students can develop their ability to reflect on their learning. These activities help motivate students because they are able to clearly evaluate their successes, and they have a clear next steps leading them to additional successes. Lastly, metacognitive activities promote lifelong learning.
        Some resources for self and peer-reflection include:
        Google forms, surveys, peer editing, conferencing, feedback forms, show-and-tell and shared documents to name a few.
        # # # #
    - - ASSESSMENT FOR LEARNING - Diagnostic Assessment
        Before instruction begins, a Diagnostic Assessment helps the teacher and students establish prior knowledge and a point at which the learning can begin. If the unit begins with too much review, students can loose interest in the topic, while beginning beyond the student's prior knowledge can be too challenging and discouraging. This is also an opportunity to learn about the student's interests and learning preferences. Remember to triangulate your assessments by including observations, conferencing, and student productions in your data. # # #
  - - - LEARNING GOALS
        Set clear learning goals so that students and teachers have a clear focus.
      - VARIETY
        Create questions from various orders of thinking (eg. Bloom's Taxonomy). Have some closed and open questions.
      - THINK TIME
        Give students time to think about their answer.
      - PROBING
        Question students and probe for more information and elaboration on their answers. Encourage them to clarify and extend their thinking.
      - PLANNING
        Anticipate what students might answer when planning and create questions that challenge their misconceptions and push their thinking further.
      - SAFE EMOTIONAL CLIMATE
        Help students feel confident and build their 'growth mindset'. Making mistakes should be part of the learning.
    - - Learning goals should be short and clear statements of what you want to achieve by the end of the lesson. Sometimes this can be a specific expectation from the Ontario curriculum reworded for students.
      - Success Criteria are specific and will guide students toward achieving the learning goals.
    - - DESCRIPTIVE
        Help students understand what they are doing well and what they could improve on. Provide next steps for their continued success.
      - FOCUSED
        Give feedback that is in line with the learning goals and success criteria.
      - LIMITED
        Keep the next steps to a few areas that are achievable.
      - TIMELY
        Provide feedback at regular intervals to provide opportunities for continuous progress.
      - IMPLEMENTED BY STUDENTS, MONITORED BY TEACHER
        Students should have opportunities to apply feedback and practice their next steps. Teachers should follow up on how they do this.