Gathering Valid and Reliable Evidence to Determine a Grade

Project Overview
Educators in this project conducted collaborative inquiry to investigate the big question:
How can we gather valid and reliable evidence of learning to inform our professional judgement to determine a grade?   They developed specific, focused inquiry questions related to the Theory of Action and are sharing the results of their ongoing professional learning on this site.

Project Theory of Action
If we:

  • carefully plan to collect and document evidence of learning,
  • design rich tasks and learning contexts, and
  • create a learning culture in our classrooms that focuses on students and teachers as collaborative partners in instruction and assessment for learning,

Then the evidence we collect will be an accurate representation of what students know and are able to do.

Board Developed Inquiry Questions:
How might learning goals, success criteria and descriptive feedback support the development of rich tasks that provide evidence of student learning?

Kawartha Pine Ridge District School Board

Key Learnings   

Developing a Common Understanding of the Language We Use PDF
Understanding Rich Tasks and Their Connection to Goals and Criteria PDF
Implementing the Use of Learning Goals and Success Criteria      PDF
Impact of Educator Learning on Student Learning    PDF
The Value of Descriptive Feedback PDF
Connecting AfL, AaL, and AoL PDF

Learning Artefacts   

Learning Goals, Success Criteria and Anchor Charts
This chart sets out participants’ understanding of the difference between learning goals, success criteria and anchor charts.

Planning Tools
Participants developed and refined a number of planning tools and templates.

  • Developing Learning Goals and Success Criteria in the context of Assessment for and as Learning (Fillable Form)  
  • Developing Learning Goals and Success Criteria (with prompts)
  • Learning Goals and Success Criteria (Fillable Form)




Designing Learning Goals and Success Criteria: An Example of our thinking process
An example of a thinking process for developing learning goals and success criteria


Participant Learning: The Process
Participant learning through the process of collaborative inquiry


Teacher and/or Student Reflections   

Overview PDF