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Choice in assessment (within specified paramaters)

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- Self assessment sheet
- Five finger assessment
- Exit slips
- Finial projects and presentations
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-Important to not compare where each student is at
- Privacy is important: not sharing other peoples marks/failures/stretches
-Respecting how the students learn/show their learning best
-Mindful feedback

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Know your students well so you don't do harm
Respectful language/positive framing even when students aren't exactly meeting goals
Respect sometimes means pushing your students to grow in ways that can be a little uncomfortable for them (ex. giving presentations)

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Having varied options to share ideas that are open to everyone (UDL)

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Being mindful of learning styles - different representation of content (audio, visual, kinesthetic)
Allow students to represent learning in a way that they are comfortable with (voice and choice)
Ensure that all students are included in meaningful way.

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Materials/guest speakers that speak to all student cultures

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promoting and creating cultural safety within your classroom

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promoting and creating cultural safety within your classroom

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- balance in students needs and wants
- Equity not equality - EX. might need someone to write for them.
- Good feed back: personalized
- Constructive criticism
- Five finger assessment - head downs on desk.

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-Students have lives outside of school that influence them
-Reaching out to parents so they know how to interpret assessment and student growth, because cultural perspectives differ in terms of expectations

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Respecting the students place outside of school

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What does it mean?
Assessing yourself and the students. EX: did you communicate/teach in a way they understood?
Being sure to assess the objective of the lesson/looking for evidence showing what was being taught and learned.

Things I did/Saw:
- Self assessment through emojis
- Using formative assessment to see where everyone was.
- Students can be part of reporting process.
- Self-regulation via zones of regulation.

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planning with the end in mind and scaffolding activities into manageable and doable chunks

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planning with the end in mind and scaffolding activities into manageable and doable chunks

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Assessment happen so that learning occurs

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-How to tell if learning has occurred, to redirect instructional practice or add supports
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Giving the students the tools to learn - not being the gatekeeper

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We don't assess work habits, punctuality, likeability...

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We don't assess work habits, punctuality, likeability...

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Assessment - determines where we go next

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Assessment - determines where we go next

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- Avoiding humiliation.
- Avoid can't statements to encourage resilience. Show the things that students can do by themselves already and what they can do with support.
- Preparing/encouraging struggling students to achieve public success among their peers. (Ex: Asking them things they know in public to build confidence)
- Setting a challenge that is achievable, not impossible.
- Reinforcing progress and effort, not just being the first person to be done something.

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Self-assessment is a skill that needs to be taught

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What does it mean that perspectives frame our evaluative commentary?

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What does it mean that perspectives frame our evaluative commentary?

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How our students do is a reflection of the learning experiences we designed.

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How our students do is a reflection of the learning experiences we designed.

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We saw:
-Google classroom
-Communication with parents a/b how to support their students
-written feedback
-verbal feedback
- talking through assignments
-thumbs up/down/middle for self

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I experienced telling students things were not for marks, and students no longer engaged in the lesson. Balancing the worth of learning with or without a mark. Learning to frame the purpose of each lesson was important and a learning curve for me.

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Not allowing your relationship with a student to impact your evaluation of them.

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- Being aware of your own privilege and power constructs.
- Multiple ways of knowing as valuable and important.
- Tailor learning and challenges to children based on where they are at rather then where they should traditionally be.
- Acknowledge outside influences that will shape a student's ability to be present in class and learn.
- Showing compassion and empathy to sensitive situations.
- Being fair with assessment among students. Not marking based on favorites/people who cooperated fully vs those who didn't.
- Not assuming that something will be to par because the work comes from a usually progressive student.

Jesse's example: Placing students into groups based on their levels and marking them with that in mind and knowing who has challenged themselves and who has not.

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How do you address assessment for students who do not attend regularily?

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- people come form different circumstances. Ex. some students do not have the same access to technology; Some students may not be able to buy supplies to make project outstanding; Some students have traumatic past.
- Make sure language is inclusive
- culturally -
- introverted or different personality - choice in expressing understanding / assessment.
- push students forward - modify, but stretch student
- voice and choice
- Relational - friendships lacking, no one wants to work with them.

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Without assessment there is no way to measure where folks are and where they are not. What is the point of learning without assessment?

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- Assessment promoting learning or is it just assessing what is learning?
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