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Breakout Group 1 : Rashda Ahmed, Sabrina Gaudon, Cassandra Abas and Inderpreet Banwait. 

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Breakout Group 1 : Rashda Ahmed, Sabrina Gaudon, Cassandra Abas and Inderpreet Banwait. 

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Anne Davies
- Anne Davies is an author and co-author of different books and multimedia resources, her best-seller is Making Classroom Assessment Work.
- Her work and experience in education has helped to shape provincial and national educational policy changes
- Anne’s learning philosophy is to honour everyone’s abilities and individual learning process as well as accepting that as their assessment, moving away from standardized testing.
- She believes in the importance of empowering learners, and educators, to effectively use their unique strengths.

Blog:
- The pandemic has affected students learning abilities ultimately impacting the way or forms of assessment
- Evidence of learning is messy:  We as educators should be working individually and collaboratively to obtain different evidences of learning in order to determine ways that will bring validity, reliability, and efficiency to the systems. This can be done in the form of collecting evidence from observations and conversations.
- Moderation is not only for large-scale assessment: Moderation is to build a shared understanding and agreement about what quality and proficiency is.
- Evidence that is collected in the classroom is different than that collected during the large-scale assessment: Teachers are planning for evidence based on the curriculum only but that needs to also be focused on the learning process and different conversations that occur in the classroom.

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Toula-Marie P., Deniz M., Melanie M., Susanna L.

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Toula-Marie P., Deniz M., Melanie M., Susanna L.

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- Ken O'Connor discusses the importance of grades being accurate, consistent, meaningful, and supportive
- students work at their own pace; there are students who tend to work slower and penalties on their grade may not accurately reflect their learning skills/work habit
- however students can also learn life skills (eg. organization, time management, responsibility, etc.); as educators, we should use our judgement when giving penalties and assessing students' work

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Alondra Arango, Becca Shaw, Catarina-raquel de Oliveria Gomes and Keerthana Selvaruban

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Alondra Arango, Becca Shaw, Catarina-raquel de Oliveria Gomes and Keerthana Selvaruban

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While watching the video on Ken O'Connon, he talks a lot about having the students be involved in their assessment and whether we should penalize kids for handing in their assignment late. When penalizing students for handing their assignment late, it distorts their achievement and is demoralizing to the students. One of our peers found a tweet that we all thought was a good way of reflecting this back to what Ken was saying, "Dear teachers who die on the hill of punitive grading for late work. Are you ever late getting to work? Would you be okay giving up 50% of a pay cheque because of it?"

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We are limiting the evidence that could be gathered for lesson by going in with the mindset that we need certain formal outcomes (a test or project). We should look at students evidence for learning through conversations and experiences. Being able to adapt and adjust to changes in classroom will allow for more reliable and valid evidence. Empowering learners and educators to use unique strategies is desirable.

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Simona Miceli, Juliana Locantore, Sarah Gomes, Alessandra Umbrello

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Simona Miceli, Juliana Locantore, Sarah Gomes, Alessandra Umbrello

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The power of yet is a very hopeful, encouraging, and positive way to look at learning. It challenges students to work through the process and not give up when they fail. It creates the idea that nothing is ever completed, but instead, we are constantly learning and progressing. The adventure of learning is never ending. Instead of students thinking that they have failed, the power of yet allows students to keep working towards their understanding. The power of yet emphasizes the process of learning rather than the final result. It encourages a growth mindset rather than a fixed mindset that is only focused on the final result.

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Reanna Romeral, Julia Augurusa, Jessica Tuchow, and Nadeka Persaud

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Reanna Romeral, Julia Augurusa, Jessica Tuchow, and Nadeka Persaud

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- Socratic Method: When an educator is asked a question by a student, revert another question back to them. As they are the learners, we want to engage their thinking process. This enhances student agency and involves them in their learning and development.
- Rubrics: Allowing students to KNOW what they are expected to do for assessments: the requirements, learning goals and expectations. As well as the feedback provided on their given mark (things they missed and can improve on for next time).
EX. when a student walks away with a level 4 - they are proud, but when a student walks away with a level 2, this may have been their best work and could discourage with further learning and works.

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- Students should be involved in the assessment and be able to build on their answers.
- Promote critical thinking. Ask the students do they think their answer is right? How do you know that?
- Teachers need to work together on unit planning and communicate with one another to set the standard of what excellence and achievement look like in that unit. This avoids uneven standards between classes. All students are being assessed to the same standard.

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Cassandra P, Liana Q, Brianna F, Atia R. - Group 8

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Cassandra P, Liana Q, Brianna F, Atia R. - Group 8

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Rick Stiggins earned a PhD in education management. He is the retired founder and president of the Assessment Training Institute in Portland, which helps educators organize assessments and gives information on how to conduct them.

Stiggins created the Student Bill of Rights which encompasses 5 rights that students have in regards to their assessment.
1. Students should know the purpose of each assessment and how it will be used towards their grade.
2. Students should know the success criteria/learning goals and the rubric of each assessment.
3. Students should be self-aware and understand why they got the mark they did.
4. Teachers should be using high quality assessments.
5. Students should receive effective feedback, and this should be communicated to anyone concerned with the student's academic success.

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Katherine, Sabrina M, Sydney W, Ahrabi T

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Katherine, Sabrina M, Sydney W, Ahrabi T

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The power of yet gives students hope. If they don't figure something out right away it does not mean they will never get it. This can relate to 'assessment as' because it is about helping students understand something better by providing them opportunities for students to continue growing in their learning.

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Nicole A, Tina, Laura, Alexandria (Group 7)

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Nicole A, Tina, Laura, Alexandria (Group 7)

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Rick Stiggins is a retired president of assessments training institute in Portland.

He wrote books, articles on assessments for learning and created training videos

Rights of assessment

All students of all contexts are to given the right to be assessed on their achievements

Students (and guardians) should understand the purpose of assessments,

the learning goals

the difference between good and bad performances

the reason why they are being assessed

They can understand how to assess their own achievements and work

Students should be given feedback from peer and educators to ensure they are being supported and are on the right track.

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If you need more information watch 5 minutes of Carol Dweck the researcher behind The Power of Yet  

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If you need more information watch 5 minutes of Carol Dweck the researcher behind The Power of Yet  

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The power of yet | Carol S Dweck | TEDxNorrköping

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Discuss what The Power of Yet means in assessment .

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Discuss what The Power of Yet means in assessment .

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Sesame Street: Janelle Monae - Power of Yet

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Discuss Rick Stiggins 's Bill of Rights 

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Discuss Rick Stiggins 's Bill of Rights 

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Rick Stiggins is the retired founder and president of the Assessment Training Institute in Portland, Oregon, a professional development firm helping educators face the challenges of day-to-day classroom assessment in the context of truly balanced assessment systems.

Rick earned a doctoral degree in education measurement from Michigan State University. He began his assessment work on the faculty of Michigan State before becoming a member of the faculty of educational foundations at the University of Minnesota, Minneapolis. In addition, he has served as director of test development for the ACT, Iowa City, IA; as a visiting scholar at Stanford University; as a Libra Scholar, University of Southern Maine; as director of the Centers for Classroom Assessment and Performance Assessment at the Northwest Regional Educational Laboratory, Portland, Or; and as a member of the faculty of Lewis and Clark College, Portland.

He has authored numerous articles, books and training videos on sound classroom assessment, assessment for learning and balanced assessment systems.

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Rick Stiggins is the retired founder and president of the Assessment Training Institute in Portland, Oregon, a professional development firm helping educators face the challenges of day-to-day classroom assessment in the context of truly balanced assessment systems. Rick earned a doctoral degree ...

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Assessment and Grading for Student Achievement Please Discuss Ken O'Connor's statement at the end of this video that relates to students handing in late assignments. 

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Assessment and Grading for Student Achievement Please Discuss Ken O'Connor's statement at the end of this video that relates to students handing in late assignments. 

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Assessment and Grading for Student Achievement

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Assessment and Grading for Student Achievement

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Assessment and Grading for Student Achievement

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Assessment and Grading for Student Achievement

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Canadian Assessment for Learning Network

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Ken O'Connor - Canadian Assessment for Learning Network Canadian Assessment for Learning Network

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The Canadian Assessment for Learning Network (CAfLN) is a non-profit organization focused on establishing and sustaining assessment for learning in elementary, secondary and tertiary education across Canada.

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Canadian Assessment for Learning Network

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Damian Cooper - Canadian Assessment for Learning Network

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Damian Cooper is an independent education consultant who specializes in helping schools and school districts across Canada, the United States, and internationally, to improve their instructional and assessment skills. In his varied career, Damian has been a secondary English, Special Education, and…

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Damian Cooper

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We find ourselves continuing to exist in states of uncertainty. Few among us knew last March that we would still be living our lives - both professional and personal - in the throes of a global pandemic. We pivoted quickly from in-person learning to blended, hybrid, remote, and online learning environments and some educators still find themselves adjusting to changing restrictions and jurisdictional decisions. We know that everyone has worked unbelievably hard to make their students' learning experience the very best it could be, even under incredible circumstances. Yet, we still hear teachers and leaders repeating statements like, "If only we had known, we could have been better prepared." or "Had I additional planning time, the transitions that we have faced could have been more smooth."

The same can also be said for evidence of learning. At the end of a unit, term, or semester, it is just too late to think about the evidence that we should have collected. Some may think this sounds obvious, maybe even like a "no brainer". And yet, why is it then that when we do have plans to collect evidence of learning we often think to include products (tests, assignments, projects, etc.), but our plans are less likely to include strategies to collect evidence from conversations (listening to students make their thinking visible to others) and observations (watching students in the process of learning) (Davies, 2020).

We know that given our curricular outcomes, standards, competencies, or expectations, collecting evidence from these three sources is necessary - even in hybrid, blended, online, and remote learning environments. For example, there is no way to gather a student's understanding of visualization in mathematics or stewardship in science on paper. If we don't plan to collect the evidence of these curricular processes before the instructional sequence, the chances to do so, at the end of that sequence, may have vanished. The event is over and we have nothing to show for it.

As you find yourself planning for the final term, the next unit, or a new cycle of inquiry, consider the following:

Evidence of learning is messy. Because our curriculum outcomes, standards, competencies, or expectations require us to collect evidence from triangulated sources (products, conversations, and observations), a simple file folder for each student that contains pieces of their work will not suffice. We must work on our own and with others to determine ways that will bring validity, reliability, and efficiency to the systems of collecting evidence from observations and conversations.

Moderation is not only for large-scale assessment. When we plan for the body of evidence that we will collect over a unit, term, or semester, we also build in opportunities for both formal and informal processes of moderation. The purpose of these processes is to build a shared understanding and agreement about what quality and proficiency are. Without time for these discussions, our professional judgment about a body of evidence can differ widely from teacher to teacher.

Evidence that is collected in the classroom is different than that collected during the large-scale assessment. At the classroom level, teachers plan for evidence collection with the curricular outcomes, standards, competencies, and expectations in mind. We start off with our jurisdictional documents and then make adjustments according to the types of learning experiences we are planning.
Moving Forward with Planning Reliable and Valid Evidence
As you plan to collect reliable and valid evidence of learning, consider asking yourself the following questions:

Is the evidence that is being collected representative of the full range of curricular outcomes, standards, competencies, or expectations, not just those easiest to measure?

Is the evidence this is being collected in alignment with those outcomes, standards, competencies, or expectations?

Based on the learning experiences that are planned, will the students be able to produce the expected evidence, regardless of the learning platform?

Is the evidence that is being collected understood fully because teachers have anchored their understanding in processes of collaborative conversations and moderation?

Planning to collect a body of evidence that is both reliable and valid takes time. But at the end, you won't hear yourself saying, "I wish that I would have..." or "Too bad I didn't...".
References:
Davies, A. (2020). Making Classroom Assessment Work, 4 th Ed. Courtenay, BC: Connections Publishing.

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We find ourselves continuing to exist in states of uncertainty. Few among us knew last March that we would still be living our lives - both professional and personal - in the throes of a global pandemic.

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Working alongside and encouraging people to achieve their goals - by truly making a difference in the lives of learners - has led to Anne Davies' distinguished and internationally-recognized career in Education Leadership and Assessment.

With extensive classroom and consultation experience with education leaders, Anne uses her depth of knowledge and innovative mindset to help educators realize their own potential for positive impact in the classroom, and beyond.

Anne is the author and co-author of more than 30 books and multimedia resources, including the best seller, Making Classroom Assessment Work, now in its third edition. She has also published an abundance of chapters and articles, garnering high-profile accolades including the Hilroy Fellowship for outstanding innovation in education and a nomination for the Canadian Education Association's Whitworth Research Award.

An experienced keynote speaker, Anne has also headed a variety of research projects and was proud to be named Canada's Team Lead at the International Assessment Symposium in Fredericton, NB (2014). Her work has helped to shape provincial and national educational policy changes and she continues to be a highly sought-after resource for both government and private-sector educational institutions.

At the core of Anne's learning philosophy is an obligation to honour everyone's abilities and individual methods of expression. Assessment is not about who has 'won the race' - the task at hand is to empower learners, and educators, to effectively use their unique strengths.

These ideas inspire her to continue guiding our education systems, and the individuals responsible for helping learners of all kinds, towards attentive and pragmatic classroom assessment methods.

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With extensive classroom and consultation experience with education leaders, Anne uses her depth of knowledge and innovative mindset to help educators realize their own potential for positive impact in the classroom, and beyond. Anne is the author and co-author of more than 30 books and multimedia resources, including the best seller, Making Classroom Assessment Work , now in its third edition.