Presentation on theme: "Administrative Council PD November 3, 2011 Refining assessment."— Presentation transcript:
Administrative Council PD November 3, 2011 Refining assessment
Student-led conferences When questions arise about codes, new look of report card, etc. (for those who did not attend the engagement evenings nor read and understand the insert in June): Remind teachers, students and parents of the purpose of a student-led conference Proactively plan for a way and time to address these questions Have students answer whenever possible
Assessment clarification: We have two priorities To enhance the depth of learning for all students, which includes considering how students can continue to push and explore (exceed expectations). To plan for ways to invite students to exceed expectations. To attend to the renewed curricular expectations. To ensure all our students are afforded the same opportunities as students across the province to receive scholarships, be accepted into programs, etc. In other words, our students cannot be disadvantaged because we ask them to think more deeply.
K-8 Implications We will have to become more experienced at designing learning experiences to offer students the opportunity to exceed expectations. Therefore, we will have to explore what exceeding looks like and sounds like. We will need to focus on designing assessment events that a) reflect the outcome completely b) give students the opportunity to demonstrate exceeding expectations Clarify what we mean by “with assistance”
9-12 Implications We have to become comfortable with using rubrics and criteria formatively on a consistent basis because it is what is best for learning. We also have to become comfortable with the idea of observation as a form of legitimate data. We have to design strong summative assessment events that a) reflect the outcome completely b) provide students the opportunity to think deeply (exceed). We will need to continue to work on finding samples to show students. We need to ensure our percentages reflect the level of understanding we know students have. We need to be clear about what a student has to do in order to achieve various percentages -98% for example.