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  • 21 Century Assessment
14 Tips to Doing Rewrites, Redos, and Reassessments the Right Way
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In Rick Wormeli’s article Redos and Retakes Done Right, he states “allowing students to redo assignments and assessments is the best way to prepare them for adult life.”
According to Wormeli, many teachers feel that denying students opportunities to show their full potential after providing substantial results builds ‘moral fibre’. These teachers have the mindset that there should be rigid deadlines for assignments and that marks should be taken off for late submissions, and even give zeroes in some situations. Wormeli counters by claiming that “these practices have the opposite effect: They retard student achievement and maturation.”
In Kenaston School, specifically in math and the senior sciences, students have the opportunity to redo assessments in 2011-2012. Teachers have taken Wormeli’s guidelines into consideration, applying some of his recommendations. Kenaston teachers advise that by incorporating Wormeli’s ideas into practice, teachers can make redos fair for both the student and teacher.

Subject:
Education
Material Type:
Assessment
Teaching/Learning Strategy
Author:
Sun West School Division
Date Added:
10/04/2018
Administrative Procedures 370 Student Assessment
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Background
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.

Subject:
Education
Material Type:
Assessment
Teaching/Learning Strategy
Author:
Sun West School Division
Linda Klassen
Date Added:
04/01/2019
Aligning Achievement Indicators
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Advanced mastery of provincial curricular outcomes; shows in-depth understanding and it able to apply knowledge and skills in new situations.
Solid mastery of provincial curricular outcomes; shows understanding and it able to apply knowledge and skills.
Adequate mastery of provincial curricular outcomes; shows some degree of understanding and needs to learn more to apply knowledge and skills.
Limited mastery of provincial curricular outcomes; shows minimal understanding and requires further support to learn the knowledge and skills needed.
Falls well below provincial curricula outcomes; shows no understanding and requires intensive support.

Subject:
Education
Material Type:
Assessment
Primary Source
Author:
Sun West School Division
Date Added:
10/04/2018
All About Me Using Aurasma
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Students created an “all about me” book as a summative assessment from various lessons that I taught as part of a UBD. We had many books and videos learning about others, and themselves, they also brought various items for show and tell, etc. The focus was more on writing or drawing pictures as part of a book for the final assessment of the UBD. I thought it would be way better to do a small page and use Aurasma instead of creating a booklet.

Subject:
English Language Arts
Material Type:
Activity/Lab
Author:
Sun West School Division
Date Added:
10/01/2018
Alternatives to Zeroes
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In the past, students were given a mark of zero for:
 Incomplete homework  Late assignments  Missing assignments  Non participation in class activity  Cheating

Problems with this Practice:
 A mark of zero is often an inadequate reflection of student learning.  A zero is skews the overall average for the negative (outlier).  A zero is often given to as a consequence for learning behaviours, not a learning outcome, essentially serving as a punishment for infractions. (T. Guskey)  Although often intended to motivate students, a zero can have the opposite effect on students, instead causing some student to give up.  If a grade or mark is intended to provide information about performance, a zero offers no feedback or suggestions for improvement.

Subject:
Education
Material Type:
Assessment
Primary Source
Author:
Sun West School Division
Date Added:
10/04/2018
Authentic Assessment
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Authentic assessment is the process of gathering evidence and documenting a student’s learning and growth in an authentic context. Authentic assessment, unlike traditional assessment, is used to evaluate the individual student.

Subject:
Education
Material Type:
Assessment
Primary Source
Author:
Sun West School Division
Date Added:
10/04/2018
Blooms of Taxonomy
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Creating
arrange, blend, deduce, devise, construct, create, design, present, rearrange, rewrite, synthesize, write

Evaluating
appraise, argue, award, critique, defend, interpret, judge, measure, select test, verify

Analyzing
Classify, compare, contrast, test, distinguish, determine, form, generalizations, categorize, illustrate, select, survey, transform

Applying
Choose, convert, determine, demonstrate, differentiate, discover, discuss, examine, experiment, prepare, produce, record, use

Understanding
classify, describe, demonstrate, discriminate, fill in, find, identify, outline, predict, represent, trace

Remembering
acquire, define, lable, list, match, read, recall, retrieve, recognize, state

Subject:
Education
Material Type:
Assessment
Teaching/Learning Strategy
Author:
Sun West School Division
Date Added:
10/04/2018
Bullying Sock Puppet Activity Rubric
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I created this rubric for Grade 3 health the focus was on bullying. I believe that this assessment reflects 21st century learning because I was able to incorporate technology in a purposeful way for students to share their knowledge. This assessment allows student to share their understanding of the important topic of bullying through an interactive app called sock puppets. This app provides student the opportunity to create a situation they have experienced or seen bullying representing it through sock puppets. In order to expand on 21st century learning next time I would give the students options on different apps they can use to share their understanding of bullying using technology.

Subject:
Education
Material Type:
Activity/Lab
Author:
Sun West School Division
Date Added:
10/01/2018
Chapter 4 Assessment
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Demonstrate an understanding of irrational numbers in both radical (including mixed radical) and exponent forms through: representing: identifying: simplifying: ordering: relating to rational numbers: applying exponent laws.

Subject:
Math
Material Type:
Activity/Lab
Assessment
Author:
Sun West School Division
Date Added:
10/01/2018
Character Guidebook - K-5 (Elementary) Sun West
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Sun West Character Elementary K-5 Guidebook - please use the table of contents to navigate this guidebook. Also, we invite you to share resources you think would be suitable for this guidebook with any of the author's of this guidebook.

Subject:
Education
Material Type:
Assessment
Diagram/Illustration
Lesson
Teaching/Learning Strategy
Author:
Courtney McDonald
Terry Epp
Kelli Boklaschuk
Vanessa Lewis
Melissa Lander
Rebekka Burton
Stephen Hadden
Doug Klassen
Elaina Guilmette
Brianne Denning
Crystal Johnson
Paul Stinson
Aaron Moore
Karen McConnell
Date Added:
02/26/2020
Collaboration Guidebook - K-5 (Elementary) Sun West
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Sun West Collaboration Elementary K-5 Guidebook- please use the table of contents to navigate the guidebook. Also, we invite you to share resources you think would be suitable for this guidebook with any of the author's of this guidebook.

Subject:
Education
Material Type:
Assessment
Diagram/Illustration
Lesson
Teaching/Learning Strategy
Author:
Courtney McDonald
Terry Epp
Kelli Boklaschuk
Vanessa Lewis
Melissa Lander
Rebekka Burton
Stephen Hadden
Doug Klassen
Elaina Guilmette
Brianne Denning
Crystal Johnson
Paul Stinson
Aaron Moore
Karen McConnell
Date Added:
02/26/2020
Designing Performance Tasks
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Goals:
To create performance tasks that increase student engagement
To provide an opportunity for students to show what they know
To give students choice
To encourage students to Lead their Learning

Subject:
Education
Material Type:
Assessment
Teaching/Learning Strategy
Author:
Sun West School Division
Date Added:
10/04/2018
Differentiated Assessment
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Differentiation is what we do to enable more students to meet outcomes. It is the way in which we respond to the learning differences our students have which means it is also an ongoing reflective process.

We gather data before, during and after instruction in order to choose the right tools in order to reach the needs of our learners. The teacher who plans instruction to accommodate the differences among student’s, designs or chooses the best pre-assessment tools. The results are then used to enhance the instruction and learning experiences on the journey.

Subject:
Education
Material Type:
Assessment
Teaching/Learning Strategy
Author:
Sun West School Division
Date Added:
10/04/2018
Effective Feedback
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Feedback focuses on characteristics of the work the student has done or on characteristics of the process used. It points out what the student has done well (success feedback) and gives specific information to guide improvement (intervention feedback).

Subject:
Education
Material Type:
Assessment
Author:
Sun West School Division
Date Added:
10/04/2018
The Eight Big Ideas of Classroom Assessment
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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.
...

Subject:
Education
Material Type:
Assessment
Author:
Sun West School Division
Date Added:
10/04/2018
Elementary Assessment
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Quality classroom assessment produces accurate information that is used effectively to maximize student learning. Accurate information comes from:
• clearly defining learning targets for students,
• clearly understanding the purpose(s) for which information about student learning is being gathered,
• using a variety of assessment methods as well, and
• designing assessments that cover important aspects of a learning target.

Subject:
Education
Material Type:
Assessment
Author:
Sun West School Division
Date Added:
10/04/2018
Elements of Music Assignment
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Investigate and manipulate elements of music and principles of composition including repetition and variety.

Choose an idea, a storyline, or an object that you want to represent. Create a presentation that shows repetition and variety in at least three different elements of music, and explain how it represents your idea/story/object. The explanation can be verbal, visual, or written. This can be worked on individually or collaboratively as a group.

Subject:
Arts Education
Material Type:
Homework/Assignment
Author:
Sun West School Division
Date Added:
10/01/2018