Outcome FP10.2 – 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.

PART 1:

In groups of 5-6, create a project to demonstrate mastery of the above outcome. You may create a poster, PowerPoint, prezi, video, etc… if you have another idea, ask your teacher for approval. Create your project as if you are teaching this outcome to another student – what would they need to know and what examples would be useful?

This assessment was developed and used for a larger assignment that we had planned for in this unit. I interned in GSSD, and they go by 4 point scale (Beginning, Developing, Meeting and Exceeding), so this is what the rubric my class and I created it to be centered around. I wanted the students input on the way they were being assessed, so they understood what I was looking for and they fully understood how they were being marked. Most of the time students either gloss over their assessment and forget about it or don't even look at it at all. I wanted to change that, and thought this would be a great way to do that. We created this rubric on the smart board before I typed it up, and had students put their input into it and talk about what was fair, too easy or too hard to accomplish. I included the outcomes in the rubric as well because the students are familiar that they will be marked in levels rather than percentages now. I rewrote the outcome into an I Can (Partners Can) statement so it was easier for them to understand. This took almost a whole class to complete but by the end of it the students were more confident with what they needed to do to receive a good grade. We talked about what a good video would look like it and they could hardly wait to get started!
I find this to fit right into 21st century teaching as it opens up the communication and collaboration between myself and the students. I had the opportunity to listen to their needs and wants and incorporate some of them into the rubric. I also found that the students felt responsible for this and wanted to 'live up' to the expectations they created. This assignment allowed students to get creative and collaborate with each other for ideas as well! This was a big success for me because students knew their expectations all the time, they had tons of fun, learnt a lot about the technology and programs behind making a video and truly enjoyed being part of the assessment process. I Hope you enjoy it and maybe even use it someday in the future!

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.