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It’s been a really long time so it’s hard for me to remember but I remember giving kids a lot of choice on how they show what they know, whether it’s loose parts, a video, audio or written work. So much easier on portfolios.

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We co create a description of what proficient would look like, and use that definition to self assess / teacher assess

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exit slips, think-pair-share, a ticket (an idea) to leave the carpet and get started on work

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Explain to students what the proficiency scale means in student-friendly language. Have students make their own proficiency scale using symbols/images.

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We reflect as a class, looking at previous posts and photos.

Videos for self-reflection how they are doing per term.

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Exit slips - note a big idea, a wonder, 3 things you learned

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Having students reflect on their learning during the lesson as well as throughout the year.

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Using Clips to have students record their reading at the beginning of the year, middle of the year, and end of the year to show their progression with reading throughout the year.

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Sharing with students the related core competencies, big ideas and curricular content - making it explicit as to what is being assessed.

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Thumbs up, giving an idea before leaving carpet, tell a friend

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But we still do informal assessments to check where they are at with what we are learning and also to understand where to move next. Looking at leaves and wind here in K

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Self assessment, observations, lots of formative assessment using portfolios, some summative assessment when student has demonstrated understanding, co-created criteria,  summative assessments (reports), conferencing

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Formative, we use the language of
Strengths: you included… I liked… nice job of…
Next steps: think about… you are missing…

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We reflect on the children's works by going back and looking at them regularly

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We reflect on the children's works by going back and looking at them regularly

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Student self reflection on their learning represented in the post