1. Effective Feedback
1.1. Feedback is information students and teachers share during learning
1.2. engages teachers and students collaboratively in learning
1.3. “descriptive feedback is the most powerful tool for improving student learning” (2003).
1.4. Students outlines to students 3 things
1.4.1. 1. what they are doing well
1.4.2. 2. what they need to improve
1.4.3. 3. how to improve
1.5. Feedback MUST be specific and descriptive to help students understand
1.6. The Bridge Between Today's Lesson and Tomorrow's - Educational Leadership
2. Assessment Types
2.1. Assessment is adapted depending on the grade level of students
2.1.1. Primary Assessment
2.1.2. French Assessment
2.1.3. Junior Assessment
2.1.4. Intermediate Assesment
2.2. Anecdotal Tools
2.2.1. allows teachers to record a short, objective description of students' performance, also noting the context
2.2.2. builds rich portrait of an individual students achievement
2.2.3. ongoing and holistic
2.2.4. https://www.youtube.com/watch?v=-BkOZ5QyYpw&modestBranding=1&rel=0
2.2.4.1. Primary Use of Anecdotal Notes
2.2.5. As stated by the group in the assessment seminar, anecdotal notes Identify strengths and challenges
2.2.5.1. Anecdotal Record Form
2.2.5.2. Teachers can use various online resources, use their class list or make their own recording system for notes.
2.2.6. Challenge to Anecdotal Notes are that they only provide details based off what the person has recorded and can miss the big picture
2.2.7. https://www.youtube.com/watch?v=bOv0N4dn0lc&modestBranding=1&rel=0
2.2.7.1. Junior level use of Anecdotal Notes
2.3. Checklists
2.3.1. focused diagnostic tool listing performance criteria
2.3.2. can chart student progress over time
2.3.2.1. lists actions, descriptions, skills, concepts, processes
2.3.3. Assessment Seminar group for primary checklist, state how checklist can provide students with a system to check their overall progress until the final assessment
2.3.3.1. https://www.youtube.com/watch?v=mA88D8rh_a0&modestBranding=1&rel=0
2.3.4. Assessment seminar group for junior checklist noted that a challenge that may be faced with checklists is that they may not allow for a gray area for the students who partially exhibit the desired skill or product
2.3.4.1. https://www.youtube.com/watch?v=cJjRhENmXak&modestBranding=1&rel=0
2.3.5. Checklist can provide diagnostic, formative and summative assessment
2.4. Data Collection Systems
2.4.1. A markbook is a system for collecting an collating assessment data of student performance to provide a clear picture of students' strengths, challenges and next steps
2.4.2. Students can have separate binders for each subject area and can organize information for assessments further in the binder
2.4.3. Important to have a system that is effective and organized
2.4.4. Primary Data Collection
2.4.4.1. Can be a digital or paper format
2.4.4.2. Many popular apps that are used to track data in Kindergarten years.
2.4.5. Junior Data Collection
2.4.5.1. Also has applications available to use
2.4.5.1.1. Most popular applications include Google Classroom
2.4.5.2. Important to share information with students, teachers and parents
2.4.5.3. https://www.youtube.com/watch?v=LyLeIA2C4Ic&modestBranding=1&rel=0
2.5. Feedback Forms
2.5.1. provide a framework for teachers to provide students with a description of their learning
2.5.2. Outlines what they are doing well, what they need to improve on and what specific steps they can take to improve
2.5.3. https://www.youtube.com/watch?v=waOkBM7lnck&modestBranding=1&rel=0
2.6. Rubrics
2.6.1. scoring scale that consists of a set of achievement criteria and description of levels of achievement for a particular task
2.6.2. consistent and effective means of assessing performance
2.6.3. Single-point Rubrics
2.6.3.1. Effective strategy to use to provide clear and consistent feedback to students
2.6.4. https://www.youtube.com/watch?v=7afZtQmg16E&modestBranding=1&rel=0
2.7. Self / Peer Assessent
2.7.1. Self Assessment
2.7.1.1. students recognize, describe and apply success criteria towards their own learning
2.7.1.2. determine if they are working towards their learning goal
2.7.1.3. Primary Self Assessment
2.7.1.3.1. https://www.youtube.com/watch?v=sc6NNcZt_do&modestBranding=1&rel=0
2.7.1.3.2. Assessment Seminar Group Challenges with Primary Self Assessment
2.7.1.4. Junior Self-Assessment
2.7.1.4.1. Single-point Rubrics
2.7.1.4.2. Checklists
2.7.1.4.3. Traffic-light assessment
2.7.1.4.4. Teacher Student Conferences
2.7.1.4.5. https://www.youtube.com/watch?v=-hUgKQBK3ko&modestBranding=1&rel=0
2.7.2. Peer Assessment
2.7.2.1. Primary Peer Assessment
2.7.2.1.1. Allows students to learn how to communicate among one another and provide constructive feedback
2.7.2.1.2. Fosters collaboration
2.7.2.1.3. Students learn how to manage their emotions
2.7.2.1.4. Two stars and a wish
2.7.2.1.5. Plus, Minus and Whats Next
2.7.2.1.6. Surveys
2.7.2.2. Junior Peer Assessment
2.7.2.2.1. Oral Feedback
2.7.2.2.2. Two Stars and a Wish
2.7.2.2.3. Success Criteria
2.7.2.2.4. Peer Review/editing
2.7.2.2.5. SMART GOALS
2.7.2.3. Tools that provide students with a framework for describing a peers work or learning progress in relation to success criteria and learning goals
3. Assessing Inquiry
3.1. inquiry allows for a variety of important types of thinking
3.1.1. students are curious and ask relevant and proactive thinking skills
3.1.2. teachers must fin sources of evidence such as written and oral communication
3.2. Triangulation of assessment data
3.2.1. Conversations
3.2.2. Observations
3.2.3. Products
3.3. Classroom culture must be established for inquiry to be successful
3.4. The Inquiry Process
3.4.1. Evaluate
3.4.2. Synthesize
3.4.3. Gather and analyze sources
3.4.4. Formulate questions
3.4.5. Draw and share conclusions
3.5. Feedback must be specific to the learning goal
3.5.1. must be supportive and timely
3.5.2. Important to model feedback to students to ensure that they can learn and give each other effective feedback
3.5.3. Feedforward approach
3.5.3.1. Regenerate talent
3.5.3.2. Expand possibilities
3.5.3.3. Is particular
3.5.3.4. Has an impact
3.5.3.5. Refines group dynamics
3.5.3.6. Is Authentic
3.5.3.7. Moving from Feedback to Feedforward | Cult of Pedagogy
3.6. Feedback should be given without a grade
3.6.1. Students rarely see the feedback when there is a mark attached to it
3.6.2. Teachers should provide feedback to the students to ensure they know what they can to improve and what they can achieve
4. Assessment in Kindergarten
4.1. learning and development in kindergarten happens in the context of the relationships among children, families, educators, and their environment
4.1.1. key to children's learning in Kindergarten
4.1.2. Teachers observe, listen, ask questions and interpret student thinking
4.1.3. Teachers must ensure to document and capture activities as students work and ensure they are relating to curriculum expectations
4.1.4. Resources for Teachers
4.1.4.1. https://www.amazon.ca/dp/131278007X/?coliid=IN9EZ9PHDHGLV&colid=2Z91UAUZYW3R7&psc=0&ref_=lv_ov_lig_dp_it
4.1.4.2. https://www.amazon.ca/dp/0995001820/?coliid=I3GJDVXYELP3HF&colid=2Z91UAUZYW3R7&psc=0&ref_=lv_ov_lig_dp_it
4.2. Pedagogical documentation
4.2.1. Process of gathering and analyzing evidence of learning to "make thinking and learning viable"
4.2.2. foundation of learning of, for and as in Kindergarten
4.3. Environment as the third teacher
4.3.1. the learning environment is an influential element to the assessment and development of students
4.4. Four Frames
4.4.1. Belonging
4.4.1.1. Belonging and Contributing
4.4.2. Engagement
4.4.2.1. Problem Solving and Innovating
4.4.3. Expression
4.4.3.1. Demonstrating Literacy and Mathematics Behaviours
4.4.4. Well-Being
4.4.4.1. Self-regulation and well-being
5. Why we Assess
5.1. Assessing for Understanding
5.1.1. Assessment provides educator with a small piece of what makes up our students
5.1.1.1. Students have experiences from outside the classroom that effect them
5.1.1.1.1. Graffiti - Pfizer commercial
5.1.1.2. Every student needs a champion to help them grow
5.1.1.2.1. Every kid needs a champion | Rita Pierson
5.1.1.3. We must foster growth of students and look at them holistically
5.1.2. Assessment is a crucial component to education
5.1.2.1. needs to be understood and well-researched
5.1.2.2. Assessment should reflect teaching style
5.2. Growth
5.2.1. Ensuring that our assessment is evaluating how students learn and develop
5.2.1.1. "If a child can’t learn the way we teach, maybe we should teach the way they learn." -Ignacio Estrada
5.2.2. Want to encourage students to grow as learners and interact with their learning
5.2.3. Teacher should focus on growth and not on grades
5.2.4. Should highlight how students can increase abilities and not focus on their negative aspects
6. Assessment Of, For, As
6.1. Assessment OF Learning
6.1.1. teachers use student learning to make judgement on student achievement against goals/standards
6.1.2. Summative assessment
6.1.2.1. occurs near the end of a learning period
6.1.2.2. used to summarize learning and make judgement of the students learning
6.1.2.3. a value/grade is usually assigned to students achievements
6.1.2.4. Single point rubrics can outline the success of the students achievements and what they can do to extend their learning
6.1.3. Evaluation is based on assessment of learning
6.2. Assessment FOR Learning
6.2.1. when teachers use inference about student progress to inform teaching
6.2.2. As stated in Growing Success, teachers provide students with descriptive feedback and coaching for improvement
6.2.3. Diagnostic assessment
6.2.3.1. occurs before instruction begins
6.2.3.2. determines students readiness to learn new knowledge or skill
6.2.3.3. identifies if students already know and do what will be expected of them
6.3. Assessment AS Learning
6.3.1. when students reflect & monitor progress to inform future learning goals
6.3.2. As stated in Growing Success, "teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners"
6.3.3. Students can set individual goals, monitor progress, determine next steps and reflect on learning
6.3.4. Formative Assessment
6.3.4.1. occurs frequently and in an ongoing manner during instruction
6.3.4.2. support, modelling, guidance from teacher
6.3.4.3. used to provide feedback to students and monitor progress
6.3.4.4. self-assessment used and reflections for goals
6.3.4.5. Single-point rubrics
6.3.4.5.1. Can help students see what they need to improve on and what they can do to extend their learning
6.3.4.5.2. can help students reach a goal and have teachers check in on student success
6.3.4.5.3. Meet the #SinglePointRubric | Cult of Pedagogy
6.4. http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
6.4.1. Criterion-reference used to evaluate student success across the province rather than norm-reference
6.4.2. Categories of knowledge and skill
6.4.2.1. Knowledge and understanding
6.4.2.2. Thinking
6.4.2.3. Communication
6.4.2.4. Application
6.4.3. 3 Types of Rubrics
6.4.3.1. Holistic
6.4.3.1.1. one score for work with 3-5 levels
6.4.3.2. Analytical
6.4.3.2.1. breaks down characteristics of an assignments and shows strengths and improvements
6.4.3.3. Single-point
6.4.3.3.1. only describes the criteria proficiency
7. Research in the Classroom
7.1. It is important for teachers to continuously attend P.D sessions, to expand their knowledge on assessment techniques that will benefit the learning in the classroom
7.2. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Using_Data.pdf
7.2.1. By understanding the data that is collected in the classroom, teachers can paint a detailed picture of students and what they can achieve
7.2.2. Analyzing student results is an important part of understand success in the classroom
7.3. Important for teachers to improve their practice by connecting to resources and other educators
7.3.1. https://www.teachers.ab.ca/sitecollectiondocuments/ata/publications/professional-development/actionresearch.pdf
7.3.2. Qualitative Research
7.3.2.1. flexible and adaptable
7.3.2.2. emphasis on describing observable change
7.3.2.3. all participants in the research have a voice
7.3.3. Quantitative Research
7.3.3.1. largely predetermined
7.3.3.2. emphasis on measurement of quantifiable variables
7.3.3.3. analyzed statistically