1. Introduction The following slides reflect the views of both staff and students in regards to changes in teaching and assessment practices at Bedford Road. The data was collected through written responses to guiding questions from staff members, and from verbal responses of students during multiple student forums regarding teaching and learning. The following slides reflect the views of both staff and students in regards to changes in teaching and assessment practices at Bedford Road. The data was collected through written responses to guiding questions from staff members, and from verbal responses of students during multiple student forums regarding teaching and learning. The slides reflect the common themes given by both staff and students. The slides reflect the common themes given by both staff and students.

2. Teacher Feedback Regarding Teaching and Learning

3. Before Collegiate Renewal, what were your assessment and evaluation practices? More summative than formative More summative than formative Tests, quizzes, assignments Tests, quizzes, assignments Testing after the learning Testing after the learning Testing to see what was learned Testing to see what was learned Not using assessment to shape the learning. Not using assessment to shape the learning.

4. Has Collegiate Renewal caused you to question your assessment and evaluation practices? If yes, how? New teachers (3 years or less) New teachers (3 years or less) –It is what they know or have been encouraged to do. Other teachers (more than 3 years) Other teachers (more than 3 years) –A lot of reflection on past and current practices. Has led to some changes, but still a sense of frustration with how to balance being formative assessment with summative grades. “In order to be effective teachers, we need to constantly reflect on all aspects of our practice. It is what it means to be a good teacher.” Bedford Staff Member “In order to be effective teachers, we need to constantly reflect on all aspects of our practice. It is what it means to be a good teacher.” Bedford Staff Member

5. How has your use of specific descriptive feedback changed? Try to provide feedback while the learning is happening. Not just at the end of learning. Try to provide feedback while the learning is happening. Not just at the end of learning. Report Card comments- individualized, focused on the learning, a positive, worthwhile change Report Card comments- individualized, focused on the learning, a positive, worthwhile change

6. What supports have helped you implement AFL strategies? Staff PD has been focused and practical Staff PD has been focused and practical -Practical examples from staff members - Support from Administration - Some external PD (Anne Davies Workshop at BRCI)

7. Questions? Concerns? Additional supports you need? More time More time Allowing teachers to individualize and direct their own learning Allowing teachers to individualize and direct their own learning Set a goal, work towards the goal, redirect. Set a goal, work towards the goal, redirect.

8. Student Forum Students’ Thoughts on Teaching and Learning

9. When you are doing a learning task: A) Are you clear as to what the purpose of the assignment is? B) Do you know how your learning is being assessed? Depends on the teacher\class. Depends on the teacher\class. Students are expected to know how to do many things with out explanation Students are expected to know how to do many things with out explanation Varied form class to class – some classes: criteria given, opportunity to be apart of deciding how assignment will be marked, others- no talk of how it will be evaluated and no explanation of the mark. Varied form class to class – some classes: criteria given, opportunity to be apart of deciding how assignment will be marked, others- no talk of how it will be evaluated and no explanation of the mark. In general – for students assessment referred to grades! In general – for students assessment referred to grades!

10. How do your teachers communicate how you are doing in your classes? Student is responsible to find out from teacher Student is responsible to find out from teacher One on one conferencing / 10 minute meetings One on one conferencing / 10 minute meetings Report cards Report cards Student like the daily/weekly grade printouts – again showed their comfort level with numbers Student like the daily/weekly grade printouts – again showed their comfort level with numbers Better explanation of mark break down. 40% is assignments- but how many assignments? Better explanation of mark break down. 40% is assignments- but how many assignments?

11. Have you noticed any changes in the way you have been evaluated this year? Have noticed changes- but not always clear to how it is actually happening. Have noticed changes- but not always clear to how it is actually happening. Don’t like- No late marks or zeros – saw these changes as “unfair”, but did like the extra flexibility from teachers if “they” needed it. Don’t like- No late marks or zeros – saw these changes as “unfair”, but did like the extra flexibility from teachers if “they” needed it.

12. Do you find that the feedback teachers provide helps you to improve your learning? Report card – much improved- noticed and appreciated by students. Comments helped to motivate students – showed that the teacher had faith in them. Report card – much improved- noticed and appreciated by students. Comments helped to motivate students – showed that the teacher had faith in them. Again varied- some helpful feedback along the way- other classes only grade at the end of the assignment. Most students felt that there was a need for more check points. Again varied- some helpful feedback along the way- other classes only grade at the end of the assignment. Most students felt that there was a need for more check points. Student responsibility to find out how they are doing. Student responsibility to find out how they are doing.

13. If you could make changes to your classroom learning experience, what would they be? Across the board – all students- want more explanation and understanding of what they are supposed to be learning. “I want to know the goal before I start.” Bedford Student Across the board – all students- want more explanation and understanding of what they are supposed to be learning. “I want to know the goal before I start.” Bedford Student Want teachers to talk in real language not educational jargon. “Student friendly language” Want teachers to talk in real language not educational jargon. “Student friendly language” More interaction- hands on learning More interaction- hands on learning