The primary purpose of assessment is to improve student learning. As such it must be tied to meaningful, authentic tasks and activities. The intent of high quality assessment is to improve not just audit student performances of learning and understanding; therefore a range of authentic formative practices as well as the summative assessment are needed to develop a personalized learning picture for each student. Structures need to be in place to draw students into the question of what high standards, engaged learning and quality performance entail. Within high quality assessment:
- Students need to be taught about how assessment works.
- Students need to be actively involved in creating rubrics
by helping to set the assessment criteria
- Students are provided with the strategies, skills and
opportunities to assess their own learning.
- Students are provided with the strategies, skills and
opportunities to provide meaningful feedback to their peers.
- The broader school community participates in assessment.
There are opportunities for other educators and peers to
be involved in the assessment of the work.
- Communication about assessment is regular and clear.
- Students set goals, next steps or develop strategies to
improve learning and understanding.
- Procedures are in place to regularly review and improve
summative and formative assessment.
We provide a number of online resources to assist teachers
in planning a comprehensive assessment plan.
- Assessment
in a Digitally Rich Classroom. (click on the file folder).
- Intelligence Online
(IO) our online collaborative teacher instructional design
environment.
We have prepared a number of generic rubrics. Generic rubrics can be applied to a number of different tasks within the same modality or mode.
- Critical Thinking
- Teamwork and Collaboration
- Digital Storytelling Rubric
- Storytelling Rubric
- Math Problem Solving Rubric
- Science Field Study Rubric
The following Analytic Trait Rubric can be used in conjunction with a Math Fair:
- Math Fair Rubric
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