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Q: how do we change the narrative of everything counting towards the grade instead of learning?
A: My MT will give the students work to complete but doesn't mark everything that they hand in... We look for understanding (AS) and that'll show where we need to focus our attention to so that when it comes to an assessment they have a better chance of doing better. If the students don't do too well on the assessment but their work shows that they DO understand the content then my teacher will take that into consideration when giving them a final mark because they have shown they understand the work but maybe just had a bad day or don't do well on tests.

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Question: How can assessment be equal for/ accommodate all students especially for those that have learning gaps? (Pandemic)

Assess what students can do in the moment by using the "not yet mindset". Teachers need to have an awareness that gaps exist in student learning as a result of the Pandemic. As a result, we believe students cannot be assessed equally.

Use assessment FOR learning to identify what students know before teaching, as a means to customize the lesson to cater to different needs.

Use assessment AS learning and ask students to self reflect. This will tell teachers how they learn best and what they are struggling with so we as educators can try to fill these gaps.

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Breakout Group 7: Rashda A, Liana Q and Tina S

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Breakout Group 7: Rashda A, Liana Q and Tina S

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Question 3: How can we alter our assessment strategies to fit all learning styles?

Through the video it was evident that in order to do assessment we need to understand the purpose for the assessment. If the educator is aware of the purpose of the assessment they are able to make changes/accommodations according to their expectations.
As educators we need to understand the different learning styles that are present in the classroom. We can provide students with multiple options to do a specific culminating task (essay, video, song etc).
A checklist, success criteria and rubric should be provided to students for them to understand what is required of them.
Modifications and accommodations should be implemented for each student as required in order for them to be successful.
It is also important for us as educators to change and push ourselves beyond what we learned and how we learned. We need to change so we can teach in a way that accommodates all learning styles. We also need to move away from assessment only being test oriented. Assessment also can be in different forms. Often times students are unable to preform well due to the pressure that we may impose on them when using the words tests. Educators can still do various assessments in different forms in order to actually help students learn.

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Q: Are tests a mandatory 'of' assessment or is there an alternative method to assess students' knowledge and understanding?

A: While we believe that test can be used to measure assessment 'of' Learning there are other alternative options to assess students knowledge and understanding such as portfolios, culminating activities, etc.

However, tests can be used in other ways that are not mandatory 'of' assessment, pre-tests can give you as the teacher a good sense of where the students are at at the beginning of the week, it does not necessarily have to be marked but it gives you a starting point for where to go with the students. (Assessment 'for' learning).

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How can we ensure that 'as learning assessment' occurs, since it is more student oriented?

We can implement a journal for the students and prompt them with a question from the learning from that day. They can share with an elbow partner and record their discussion of their reflection questions about themselves and each other. They are not only reflecting on their partner but also themselves.

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Q: How can we avoid this narrative of everything counting towards grades instead of learning?

Focus more on Inquiry-based learning versus assessment. Giving students the freedom to find their own way of getting answers.

Not based on a “correct answer” or “correct way of getting the answer” but moreso allows a student to use their own ways of thinking to achieve an answer.

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Q:How can we avoid this narrative of everything counting towards grades instead of learning?

Teachers need to start focusing on not putting everything that the students are learning as being marked. When watching the Damian Cooper video, he discuss the triangulation method. It address how the purpose of assessment is to gather evidence to convict students of learning.
The students should be able to have chances to perform their masters learning. Allowing the students to practice without being mark, so they can have the ability to see their strengths and weaknesses.

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How can we effectively teach students to self-assess while in the primary grades?

- Instilling confidence in students and letting them know it's ok to be wrong

- Teaching students how to write their own goals and "I can" statements

- Leaving time for consolidation at the end of each lesson/activity

- Throughout the lesson, check in with students to check progress and understanding

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Are tests a mandatory 'of' assessment or is there an alternative method to assess students' knowledge and understanding?

- no tests are not mandatory for assessment. There are multiple tools that teachers can use to assess. For example, instead of unit tests, educators can use mini assignments, as this will assess progression throughout the unit
- assessment does not always have to be written, they can be oral, creative projects, digital platforms etc.
- educators should design assessments that work best for the needs and learning styles within their classroom
-no two students learn the same

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"Are tests a mandatory 'of' assessment or is there an alternative method to assess students' knowledge and understanding?"

There are many alternative methods for "of" assessments instead of tests for example:
- portfolios
- group projects
- presentations
- posters
- videos (skits)
- mind maps
Assessments should include a portion of write, doing and saying. We can support student learning with non-conventional methods to avoid anxiety and stress of tests. These non-conventional methods can measure student learning more effectively than tests.

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How can we avoid this narrative of everything counting towards grades instead of learning?

- giving students the opportunity to sasses their own work and their peers work & provide feedback
- educators can triangulate assessment so they are observing more
ie --> on collaboration
--> conversations
--> learning process & how the students are thinking
- Changing what "tests" are called - maybe saying "showing what you know"
- using a variety of different forms of assessment
--> ie. projects, presentations, seminar, etc.

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Are tests a mandatory 'of' assessment or is there an alternative method to assess students' knowledge and understanding?

Tests aren't mandatory in our opinion but they may be the easiest for us as educators because we can build a set of questions that meet our criteria and then give them a mark for right or wrong answers. Although it's the easiest for teachers, it's not always the most effective for students because it can create a lot of anxiety, sometimes ignores the learning process, and doesn't always give students a chance to share their learning in various ways. Assessment of learning can occur through group work, assignments, questions answered in class, oral presentations, written work, classroom discussions and conversations, and so much more, but sometimes those methods require more work on our part as teachers. A good teacher will have various ways to create assessment of learning so that students have multiple ways to successfully show what they know.

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How can we effectively teach students to self-assess while in the primary grades?

Teach students what self/peer-assessment is and why we do it.
- provide students with examples on how to self-assess
- keeping it simple, child friendly language
- provide students time to practice
- use modeling to demonstrate how to self-assess (verbal).

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Q: Are tests a mandatory 'of' assessment or is there an alternative method to assess students' knowledge and understanding?
A: Tests aren't the only method of assessing. We can have kids do creative things like present, power point, have them explain something to another student. Tests can cause anxiety and make students blank out as a result, this is why it is important to asses in various different ways.

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Content into Practice Week 8 Questions about Assessment 

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Where Does Assessment Fit Into The Unit Plan ?

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Where Does Assessment Fit Into The Unit Plan ?

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Where does Assessment Fit into a unit Plan