Collaborative Inquiry Project – Grades 1-12

Gathering Valid and Reliable Evidence to Determine a Grade - Triangulation


Project Overview
Educators in this project conducted collaborative inquiryto 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, focussed 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:

  • Plan and gather the information in a way that is triangulated and collected over time
  • We design rich tasks that are meaningful and aligned with the learning goals and success criteriaIf we take steps to ensure that students are partners in assessment
  • Reflect deeply on that evidence
  • Use the evidence to inform our professional judgements about student learning

Then we can accurately and effectively communicate information about the learning (including determine a grade)

Board-Developed Inquiry Question Board-Developed Inquiry Question

How do you gather and record the evidence gained from triangulation to determine a grade? 

- Peterborough Victoria Northumberland and Clarington Catholic District School Board

Reflecting on the Learning Reflecting on the Learning

Curriculum documents were the source of development of rich tasks.

Student learning is improved. They have increased confidence in their abilities and understand that they have strengths and next steps. They are able to reflect on their own learning and willingly accept next steps. The understanding of what they are learning, learning goals and success criteria, allow them to set goals for themselves. Students are able to self-assess whether they have or have not understood the learning goal, which adds a piece of ownership and responsibility for their own learning. Students' ability to show their understanding in multiple ways has increased.
Evidence Evidence
Evidence Bulletin Board
Key Learnings Key Learnings
  • Giving students time to practice allowed teacher time to slow down, to dig deeper, to allow students to consolidate their understanding of math concepts.
  • Demonstration and articulation by students of their learning; increased student confidence in their ability to take risks and have conversations about their learning with each other.
  • Validation for the teacher about what the students knew and where they needed more support; teacher had a clearer understanding what the next steps were for students.
  • Ownership for the learning switched from just the teacher to the whole class; role of the teacher became more of a facilitator and a co-learner.
Changes in practice as a result of learning
  • Giving the same rich task again after receiving feedback allowed for more practice of the expectations; more collaborative learning between students and between teachers; allowed for more hands-on manipulative-based practice. 
  • Less textbook focus; more open-ended parallel tasks; planning day-by-day (skeleton structure of the unit) with an end in mind (student-paced lessons) instead of planning a week/unit at a time; student need dictates the direction of the lesson.
  • Taking the time to conference with students and have conversations about their learning; teacher collects anecdotal notes during these conferences and conversations to be used in triangulation; conferencing is also a time when a teacher offers feedback in order to further the learning by sharing strengths and next steps. 
  • Results in teacher knowing each individual student's understanding of the learning goals with confidence.