This assessment task can be used with a single student or a small group of students. Each student needs his or her own set of numeral cards.
This assessment may be used in a small group or whole group setting, give each student a piece of paper. Students who have trouble writing certain numbers can then get targeted practice.
Found herein are activities that encourage practicing metacognition and thinking and learning.
Finding themselves in the middle of the Amazon rainforest after a plane crash, students use map scales, keys, and longitude and latitude coordinates to figure out where they are. Then they work in groups to generate ideas and make plans. They decide where they should go to be rescued, the distance to that location, the route to take, and make calculations to estimate walking travel time.
An interactive map based on four decades of satellite images helps residents, resource managers, and stewards of the land anticipate and plan for coastal change.
Assessment Checklist
What students say...
What students do...
What students produce...
Type of assessment, What it assesses, What it looks like in the science classroom
The following information has been created to assist SBA and teachers to understand the shift to the 4 point assessment scale, and reporting on Factors Affecting Student Achievement (FASA) and how they relate to 21st Century Competencies.
Factors or Events
Changes and Continuity
Progress and Decline
1. Not yet within Expections
2. Minimally Meets Expectations
3. Fully Meets Expectations
4. Exceeds Expectations
Rubric for Final Guitar Design
This excellent article from ASCD is written by Jay McTighe and Ken O'Connor explores seven assessment practices that will improve student learning.
In this series we explore the world of assessment and feedback in our new reality.
This five-point rubric assesses the following aspects of historical thinking:
Establishes/Argues Position
Citing Evidence
Corroboration
Assessing Account Status
Contextualization
The following rubrics (in English & French) represent an evaluation system for objects (resources) found within the Resource Bank. An object could include images, books, lessons, units, assessments, and more. For this evaluation, any component that can exist as a stand-alone qualifies as an object. The rubrics in this packet can be applied across content areas and object types.
This is a collection of excellent articles related to assessment best practices and using assessments as a tool to empower students.
10.3 Research products and services provided by various financial institutions: Describe the process and requirements, including personal identification required (e.g., birth certificate, social insurance number), for applying for an account at a financial institution. Assignment: Create a Brochure on How to Open a Bank Account in CanadaObjective: Students will create a brochure that provides clear and comprehensive information on how to open a bank account in Canada. The brochure should cover the necessary document requirements, how to access banking information, and the general process involved. You can use any of the financial institutions in Canada considering fees, services, branch locations, cultural or religious considerations, etc.
Students will answer the following multiple-choice questions regarding how microeconomic principles can really impact how individuals make financial decisions. A presentation is attached with some definitions and information that may assisst with completing this assignment. Answer key can be found in the Teacher Only Discussion section of the Resource Bank. https://resourcebank.ca/groups/financial-literacy-teachers/254/discussions/
This collection features resources to support teaching Module 6C: Applying Personal Spending Plans from the Saskatchewan Financial Literacy curriculum.This is a full project that can be used in Module 6C for Financial Literacy 30. This usually takes the students about 5 hours to complete and it is very comprehensive to cover all future spending. The assignment requires the students to "screenshot" proof of items they found for their budget (and support each item with evidence). Students really enjoy this project (and adults have used it too for budgeing in real life!). Students may chose to have $0 spending on some items (pets, legal, etc), but they should explain their reasoning for entering a zero. As well, students should enter savings into their budget (at least 10% of earnings).
This content provides a slideshow with tips to help students choose a financial institutions, two assignments and a quiz. Suggested answers for quiz can be found in the Financial Literacy Teacher-only section of Resource Bank found here https://resourcebank.ca/groups/financial-literacy-teachers/254/1010/