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- A scoring scale that measures to what degree the student reached competency and their ability to perform a task.
- Identifies criteria
- Good for Aal (other types too)
- Elaborates a shared understanding among teachers and colleagues, students, and parents.
- Establishes overview of the task beyond recall of facts to a more integrated application

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to verify what they already know, what is or is not acquired, and what needs to be taught.

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- The teacher should:
A. Know their curriculum
B. Know their students

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Ability to see in two dimensions at the same time to bring the benefits of both together.
- Wide angle lens & zoom lens
- Big picture & more narrowly focused picture
- Broad introductory material & specific grade-level outcomes for 1 unit.

Important skills for students

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Backward Design with Assessment in Mind 

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Backward Design with Assessment in Mind 

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Useful to ensure the connections to QEP and KDB to ensure meaning for students and relevance of activities.

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Schools and teachers must cultivate the Know, the Be, and the Do

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Schools and teachers must cultivate the Know, the Be, and the Do

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Student learning

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- For students to be active learners
- For students to work on acquiring competency instead of forgetting knowledge and skills

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- Meaning is essential for motivation and interest, and motivation is important for engagement and acquisition. The teacher should always ensure the students are aware of the meaning and have motivation to reach competency eventually.

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-Must have validity (trustworthiness of the judgments made based on assessment data), reliability (how consistent the assessment results are), and fairness (equal opportunity for all students to succeed).

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- Students reflect on their achievements, identify what has been learned and reflect and use efficient learning strategies that work with them.
- Work on developing self-assessment and metacognition.
- Happens before, during, and after the lesson.

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- To enhance learning
- Happens throughout learning period
- Descriptive feedback

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- Report on achieved learning
- Happens after the lesson and during key stages

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- Not evaluation
-Constructivist
- Classroom-based
- Diagnostic and Formative feedback during the instructional period to improve learning.
- Encourages learners to be active in their learning
- Learners are self-motivated to build their own understanding.
- Assessment encourages students to succeed differently in different areas.
- The goal is to evaluate students so they can learn more effectively instead of students learning to be evaluated.

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- Learner focused
- Learner conducts their own learning based on their own goals,  passions, interests, and learning style.
- Their uniqueness takes them on different paths than their peers while sharing common bigger learning goals of the curriculum.
- Teacher scaffolds and helps them navigate through their discovery and learning. Teacher is a facilitator or guide.

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Different categories of learning strategies

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Different categories of learning strategies

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- Cognitive: what students think and learn.
- Intellectual: Student's preferred learning style.
- Group Orientation: How much a student likes to work with others.
- Environmental: Students must have a comfortable environment that will help them learn without stress and with fun as well as meaning.

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- Traditional: Teacher-centred delivery, student retention focused, whole-group focus, etc.
- Not preferred

- Constructivist (preferred for meaning, acquiring competence, and considering students learning with clear goals and skill development);
Student-centered discovery/inquiry, interactions are encouraged between students together and with the teacher, students are encouraged to use thinking skills, focus on small groups or individuals, and students develop skills for autonomy and self-direction.
Teachers must consider what the students will take away in the long term.

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1. Curriculum Unpacking Chart
- Determine Broad-Based Outcomes connecting to the QEP
- Determine what they will acquire in each Know, Do, and Be
2. Umbrella Framework
- Determine what is expected from the students to be (Be)
- Determine big ideas and enduring understanding (Know)
- Determine 21st Century Skills expected for the students (Do)
- Essential Questions
3. RPAT
- Essential questions used to shape the project
- Creating a context
- Instructions for the project
- Results expected for the students
- Rubrics based on Big Ideas and important skills
4. Daily Instructional Activity and Assessment Chart for each part
- Learning Goals for the unit with KDB
- Task
- Outcomes
- Connections to KDB and RPAT
- Connections to QEP
5. Lesson Plan
- Stage 1: Desired Results (Establish goals and connect to QEP)
A.Transfer (autonomous expectations for students)
B. Meaning (understanding expected and essential questions)
C. Acquisition (Expected knowledge and skills for students)
- Stage 2: Evidence and Assessment (Evaluation Criteria)
A. Performance Task(s)
B. Other evidence (Mainly for type of assessment)
- Stage 3: Learning Plan - Summary of Key Learnig Events and Instruction
A. Hook
B. Instruction sequence
C. Closure

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- The content that has to be learned. What has to be learned.
- How to teach the content (instruction)
- Assessing content (assessment)

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- What kind of person do we want students to be
- Attitudes, beliefs, and actions expected for students to demonstrate
- Reflects what the student does with the ''Know'' and ''Do''.
- Values, Beliefs, attitudes, or actions.
- Students should be able to apply those to their personal everyday life.
- Is essential for teachers to develop as they are shaping the lives of their students.

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- Skills of communication, research, and information management.
- What should students be able to do?
- What skills do they need to acquire to live in a society and have a future job, to live better with others, or to ensure their well-being?

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Knowledge :
- Facts, topics, and concepts
- What is important for a student to know?
- What knowledge do they need to step into the world, have critical thinking, or learn skills

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- An Educational Aim
- Focuses of development

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- A focus of the competency
- Key features
- Evaluation criteria based on cycles
- Developmental profiles depending on levels of education

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- It recognizes and contributes to building on the schools' achievements
- Subject-specific learning (languages, mathematics, science, technology, social sciences, arts, personal development)
- Development of complex intellectual skills
- Fundamental and functional learning focused
- Success for all
- Contemporary and rooted for culture learnings

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Students must develop knowledge, skills, and social abilities (and develop their identity). The goal is for them to become autonomous with their knowledge, skills and personal development. Ultimately, in the future, they should learn to develop new knowledge, skills and have critical thinking about who they are and what they do without anyone having to do it for them.
Classroom activities should encourage developing the Know, Do, and Be.

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Intellectual (use information, solve problems, exercise critical judgement, use creatvity)

Methodological (adopt effective work methods, use information and communications technologies)

Personal and Social (construct their identity, cooperate with others)

Communication-Related (communicate properly)

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Educational Aim (Broad Areas of Learning)

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Educational Aim (Broad Areas of Learning)

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- Health/Well-Being
- Personal and Career Planning
- Environmental Awareness and Consumer Rights and Responsibilities
- Media Literacy
- Citizenship and Community Life

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- To provide instruction in a knowledge-based world
- To socialize students in a pluralistic world
- To provide qualifications in a changing world

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Quebec Education Program