Collaborative Inquiry
Research shows that assessment effectively integrated with instruction can improve student
motivation, autonomy, and achievement. The resources in this section result from educators
conducting
collaborative inquiry into aspects of effective assessment practices. They developed
specific, focused inquiry questions and are sharing the results of their ongoing professional learning
on this site.
Gathering Valid and Reliable Evidence to Determine a Grade
| How do we design rich tasks that align with expectations and quality criteria? |
Web Page |
| |
|
| How do we ensure that the tasks we provide and facilitate are rich tasks that allow students to clearly communicate th eir thinking and learning in a variety of ways? |
Web Page |
| |
|
| How can the development and implementation of rich tasks and the collection of triangulated, valid and reliable evidence inform our evaluation of student learning? |
Web Page |
| |
|
| What does valid and reliable evidence look like (for conversation, observation, and product) and how do we effectively triangulate this evidence to inform our professional judgement to support evaluation? |
Web Page |
| |
|
| How can we accurately gather and record information about student learning through strategic conversations and observations? |
Web Page |
| |
|
| How do you gather and record the evidence gained from triangulation to determine a grade? |
Web Page |
| |
|
| How do we align the components of an effective assessment plan to accurately capture student learning? |
Web Page |
| |
|
| If we focus on developing rich thinking tasks could we support our students in their ability to make their thinking visible and, therefore, also come to a better understanding of how our students are thinking prior to the completion of a product? |
Web Page |
| |
|
| How can we ensure that student voice and descriptive feedback are reflected in gathering valid and reliable evidence of learning? |
Web Page |
| |
|
| How can we use evidence gathered from running records to inform our professional judgement when determining a grade? |
Web Page |
| |
|
| How do we move from a grading culture to a learning culture? |
Web Page |
| |
|
| How might learning goals, success criteria and descriptive feedback support the development of rich tasks that provide evidence of student learning? |
Web Page |
| |
|
| Anchoring on overall expectations, how might we apply professional judgement to determine a grade using reliable and valid evidence based on observations, conversations and products? |
Web Page |
|
Effective Assessment in Kindergarten
| How do process oriented learning goals provide opportunities for students to demonstrate peer and self-assessment in FDK? |
Web Page |
| |
|
| What does authentic assessment look like in a play-based program in FDK? |
Web Page |
|
Learning Skills and Work Habits
| Intentionally connecting and embedding the learning skills and work habits to curriculum related tasks. Applying the gradual release of responsibility model to support student development of the learning skills and work habits. |
Web Page |
| |
|
| How will embedding the Learning Skills and Work Habits (LSWH) into the daily practices of instruction and assessment assist students? |
Web Page |
| |
|
| Skills students need to develop strategies in meeting learning skill and work habits expectations. A shared understanding of learning skills and work habits. |
Web Page |
|
Assessment for Learning and Assessment as Learning
| Content Not Yet Available |
|
|
