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'From Test Takers to Test Makers' by Kari Smith

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'From Test Takers to Test Makers' by Kari Smith

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- empower pupils by including them in the process of creating their own assessment tasks!
- promote peer teaching and learning

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                                                                                                                                                  OUR GALLERY

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                                                                                                                                                  OUR GALLERY

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'Seven Practices for Effective Learning' by Jay Mc Tigher and Ken O'Connor

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- This is one of the ways to show learning.
- Should reflect the school values.
- Learner profile needs to de assessed and reported, but not graded.
- Needs to be clear, fair and credible.

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It is importante to assess all of our students efficiantly and through a fair instrument. Allways have in mind that they all have different and great abilities.

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-  Spend 5¹
- Continuum
- ladder of feedback
- the blob tree collection
- 2 stars and a wish
- rubrics
- examplars
- check lists
- anecdotal records
- sketch to stretch
- 6 facets of understanding
- Carrousel share

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* it should make pupils think
* it should set clear targets for improvement
*ultimately, it should lead to positive change in learning

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- Strategies and tools are different things;
What sts & teachers do to achieve a goal;
- Should, vary, be different;
- Should be clear for everyone involved in the process;
- The purpose why teachers select specific tools;
- Must be relevant to motivate participants
- observations
- performance assessments
- process focused assessments
- selected responses
- open-ended tasks

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- To create a rubric is a nice strategy to start describing what do we expect from our students.
- Can/should come not only with grades/concepts/marks, but also with pictures (eggs: from hatching to bird flying; from seeds to trees) or words that express levels of performance (Getting started à Improving à you got it à Expert)

- Mustn’t be more than 4 and must be even;
- Can/ should be built by students in some cases;

- Must provide students with possibilities for frequent self assessment;

- Can start from the weakest to the strongest: gives idea of possibility to evolve;

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Evaluate student learning

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- It is important to select a clear and meaningful criteria;
- This criteria needs to be shared with the student (child friendly wording);
- Reflect the expected outcomes;

- Be shown before the process;

- Be clear (student-friendly language);

- Have a purpose;

- Have relevant strategies

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Ways to assess:
st+teacher (individual assessments)
3 way conference (st+T+Parent)
st + P conference (select work to show)
T + P conference
peer assessment
individual assessment