Gathering Valid and Reliable Evidence of Learning

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 do we align the components of an effective assessment plan to accurately capture student learning?

Developing and refining our inquiry questions   MP4

Ottawa Catholic School Board

Key Learnings   

What does alignment mean?   MP4
How might we capture student learning, accurately?   MP4
Is the context of our actions important?   MP4
How do we make students accountable for the feedback we give?   MP4
What is the difference between ‘tracking’ and ‘monitoring’ of learning?   MP4
What is the role of the principal in promoting learning?   MP4
This document contains a transcript of all of the video segments in this series

Learning Artefacts   

Transforming our Evaluation Practices (Secondary Participants) PDF

Teacher and/or Student Reflections   

Overview PDF