1. Assessment serves different purposes at different times: it may be used …
1. Assessment serves different purposes at different times: it may be used to find out what students already know and can do; it may be used to help students improve their learning; or it may be used to let students, and their parents, know how much they have learned within a prescribed period of time. 2. Assessment must be planned and purposeful. Planning must ensure that assessment is aligned with curriculum, instruction, grading, and reporting. ...
This 10 minute video will explain how you can find, schedule and …
This 10 minute video will explain how you can find, schedule and use the Saskatchewan Assessments housed within Mathletics with your students. These assessments can be used to support your work with Personalized Goals (PGs), classroom instruction and your other assessment needs.
Narrative Writing Lessons and Resources includes Sun West lesson plans, resources, and …
Narrative Writing Lessons and Resources includes Sun West lesson plans, resources, and assessments for grades 1-12! Teachers in the 2019-2020 Writing Alignment PLC created these ready to use materials for educators. We hope you find them useful!
There rubrics can help you assess where your school and/or class currently …
There rubrics can help you assess where your school and/or class currently fit within the REORDER framework, and plan to further develop or improve and goal set.
A Provincial Resource for Teachers and Leaders of Mathematics in Saskatchewan. CONTENTS …
A Provincial Resource for Teachers and Leaders of Mathematics in Saskatchewan.
CONTENTS
Establishing a Mathematically Rich and Safe Environment This section contains the following subsections: Learning and Classroom Environment Nurturing Positive Relationships Physical Environment Fostering a Mathematically Rich Classroom Math Tools and Resources Math Manipulatives Indigenous Ways of Knowing Connection to Establishing a Rich and Safe Environment Supporting Families; and Supporting Indigenous Families Honouring Indigenous Ways of Knowing Cultural Affirmation and School Climate Shared Decision-Making Curriculum Actualization Lifelong Learning Elder Protocol Tobacco Offering Theresa’s Story: Benefits of Interacting with Elders and Knowledge Keepers
Practising Holistic Assessment This section contains the following subsections: Assessment OF, AS, and FOR Learning Using the Triangulation of Data Spaced Practice Education Sector Strategic Plan (ESSP) Math Data Collection Math Screeners Indigenous Ways of Knowing Connection to Practising Holistic Assessment Culturally Valid Assessment
Responding with Effective Instructional Practices This section contains the following subsections: Curriculum Connections Learning Stages and Scope Sequence Instructional Approaches Pedagogical Models in a Mathematics Context Mathematicians Workshop Vocabulary and the Language of Math Differentiation and Responsive Pedagogy; Intervention Tiered Intervention in Math The Role of Technology; and Indigenous Ways of Knowing Connection to Responding with Effective Instructional Practices
Developing Number Sense Instructional Approaches in Number Sense, (along with resources and support for elementary, middle and high school mathematics); including Comparing Composing and Decomposing Estimating Visualizing Representing Other Instructional Approaches Indigenous Ways of Knowing Connection to Developing Number Sense.
Integrating Relevant Research This section contains the following subsections: Works Cited Bibliography Additional research for your consideration
Where am I going? Where am I now? How can I close …
Where am I going? Where am I now? How can I close the gap?
Never collect information you are not going to use. Ask focused pre-assessment questions that will reveal student’s readiness, interests and learning preferences as they relate to the unit’s goals.
Group together all pre-assessment questions or activities about a particular understanding or skill. This will allow you to easily and quickly work with preassessment results when you are planning.
Provide students with a checklist of your expectations for their summative work. Require that they or a peer check their work against the list before submitting it for grading.
Welcome to Sun West's Supporting Assessment Wikispace The purpose of this wikispace …
Welcome to Sun West's Supporting Assessment Wikispace
The purpose of this wikispace is to support administrators and teachers in Saskatchewan as they extend their professional learning about assessment. This wikispace has been developed by the Sun West Assessment Committee, and the CAIT (Curriculum, Assessment, Instruction, Technology) Team
"Student assessment is a deliberate process used to provide feedback and evidence for making judgments about students' learning in relation to identified learning outcomes. Teachers guide the evaluation and reporting of student progress to parents/guardians" - Sun West Administrative Procedures 370: Student Assessment
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1.1 Assessment procedures are to support the principles of fair assessment and implement best practices for grading and reporting student achievement. 1.2 Teachers are to use a variety of assessment practices that are fair, objective, and reflect sound professional judgment. 1.3 Student grades are to reflect the level of achievement of the learning outcomes. 1.4 Learning Behaviours will be reported separately. 1.5 Diagnostic and formative assessments will be used to provide direction for improvement or adjustment to a program of instruction (This is assessment for learning). 1.6 Summative assessment will be used to make judgments about a student's achievement at the end of a sequence of instruction in order to assign a grade (assessment of learning). 1.7 Students will be involved in the assessment and grading process, through the use of rubrics, exemplars, inquiry learning, and other means. 1.8 Teachers are to report student progress to parents to guardians by means of parent-teacher-student conferences, reports cards, personal contact, and information technology such as PowerSchool, emails, blogs, etc.
We have put together a Supplemental Learning Assessment Quick Reference Guide to …
We have put together a Supplemental Learning Assessment Quick Reference Guide to help teachers address questions regarding the assessment process moving forward.
We have included many of the RPT guidelines as well as some of our own details to help clarify questions that may arise.
We have also included a research based article from the Canadian Assessment for Learning Network (CAfLN) that really explains assessment practices in a clear and concise way. The CAfLN document aligns very nicely with our Pre-K to 9 guidelines. We have had clearer responses to the 10-12 assessment questions from the RPT however, they do align fairly well with the philosophy behind the CAfLN document (different wording, etc.).
The goals of this needs assessment is to • Prioritise what you …
The goals of this needs assessment is to • Prioritise what you need to work on as a Triad/School • Focus on setting school based goals and actions involving your Triad • Explore possibilities for these school based goals and actions by... • Discussing the Division Triad Vision Statement • Discussing your current school situation • Analyzing your school REORDER plan to reflect your Triad goals and actions • Produce a first draft plan for implementation of goals and actions • Adjust your school REORDER plan to reflect your Triad goals and actions
Pre-requisites: 2018-2019 Form 110-2ESSP Level 3 School Strategic Plan - PeBL REORDER Plan – this will be used to help inform the develop the Triad goals and action plan.
A Year of Wellness for Middle Years was created by Sun West …
A Year of Wellness for Middle Years was created by Sun West School Division teachers involved in the Mental Wellness PLC to support integrating all areas of wellness into the daily lives of our students and enhance their wellbeing. This resource includes monthly activities connected to the Middle Years leaning outcomes for each domain of wellness: Physical, Mental, Emotional, Spiritual, and Social. Students can work on this project independently, with their family, or as a class!
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