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.
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.
The following document contains possible assessments to benchmark reading, writing and math. The document orivudes a list with links to resources that may be used to measure growth. These benchmark assessments can be sued to support your work with Personalized Goals (PGs) in your school.
Please watch the following video tutorial from Rob Fleisher from CommonLit to guide you through using the post-assessments avaiable in CommonLit.
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.
Write up and video on how to add a DRA entry onto Dossier.
Write up and video on how to add a reading assessment entry on Dossier.
A video tutorial and list of steps for interpreting RAD Data using Dossier.
INTRODUCTION Adoption of the Common Framework of Reference (CFR) as a language reference tool has facilitated ministry collaboration with school divisions on approaches that promote greater consistency with planning, instruction, and assessment of learners with English as an Additional Language (EAL) needs.
The CFR is an international, skill-based language framework that focuses on language use to perform meaningful tasks in authentic contexts. For school-aged children with EAL needs, an authentic context is the school and meaningful tasks are associated with learning outcomes. For children learning English, the CFR outlines success through a continuum of observable behaviours and descriptors of language progress that are applicable to the context of schooling.
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These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.
These rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.
These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.
These rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.
These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.
These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.
These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.
These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.
These 4 point rubrics were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.
ELA 9 A & B Rubric Exemplars can be used as is or adjusted to the classroom or individual student.
These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.
These rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.