# data[].attributes.headline
How do we encourage students to extend their learning in the context of assessment?

# data[].attributes.subject
How do we encourage students to extend their learning in the context of assessment?

# data[].attributes.body
How do you assess students who attempt high level work (to a mediocre degree) and those who attempt low level work (to an excellent degree)

# data[].attributes.body
What kinds of assessments contribute to students' confidence, optimism, tenacity and enthusiasm?

# data[].attributes.body
What are some initial steps we can take to align our assessment practices within subject areas?

# data[].attributes.body
Could you break down an exemplary assessment for us?

# data[].attributes.body
Truly separating work habits from grading

# data[].attributes.headline
How to assess students' reactions to feedback?

# data[].attributes.subject
How to assess students' reactions to feedback?

# data[].attributes.body
How do different teachers organize their gradebook and weigh assessments to arrive at grades for students

# data[].attributes.body
How do we battle the "is it for marks" battle? Encouraging and empowering students to be intrinsically motivated to improve their LEARNING over their GRADE!

# data[].attributes.body
Spending more time in each other's classrooms

# data[].attributes.body
Building relationships with students THROUGH assessment

# data[].attributes.body
One thing a speaker in BCTF workshop said - Consistent! How do we create more consistency across teachers within our school!

# data[].attributes.headline
How to help students understand the importance of the learning process rather than just focus on grades?

# data[].attributes.subject
How to help students understand the importance of the learning process rather than just focus on grades?

# data[].attributes.headline
Our group would like to explore ideas around practical / time efficient assessment tools that are accurate.

# data[].attributes.subject
Our group would like to explore ideas around practical / time efficient assessment tools that are accurate.

# data[].attributes.body
What specifics should be evaluating in PHE?  Gym strip, effort, punctuality, skill, improvement, attitude, or sportsmanship? What is weighted and how?

# data[].attributes.body
I know that summative assessments should be the most important for grading and evaluation, but it's tricky to emphasize summative assessments without putting a lot of pressure on students to perform well on fewer number of assessment pieces

# data[].attributes.body
How do we do more formative marks that count in Socials?

# data[].attributes.body
We do a lot of formative feedback but how or should we use that towards the grade?

A typical SS writing assignment is marked out of 6.  The difference between a 5 and a 6 is typically style.  How do we teach this and how do we make this difference less subjective on our rubrics.

# data[].attributes.body
How to address students who are unabashedly and exclusively motivated by marks and grades because they are worried about their university prospects.

# data[].attributes.headline
How does the perception of assessment differ between educators and the public/parents/post secondary?

# data[].attributes.subject
How does the perception of assessment differ between educators and the public/parents/post secondary?

# data[].attributes.body
Making sure that our more reserved student musicians are assessed fairly (and that strong relationships are established)

# data[].attributes.body
What do we do about students that are clearly not interested PE?
or just uncomfortable about participation?

# data[].attributes.body
How do you best assess group work? How can you ensure that you know what each student can do as an individual?

# data[].attributes.body
Are we assessing Skill, Participation, P&S Responsibility, Effort?
Weight?

# data[].attributes.body
How can individuals be assessed in group assignments (labs/partner tests) ?

# data[].attributes.body
How can we work together as a school (across disciplines) to develop a stronger learning culture that is built on shared values?

# data[].attributes.body
The quarter system demands fast processing of curricular competencies from students. How do we help with that from an assessment standpoint?

# data[].attributes.body
Are we as teachers understanding a distinction between assessment and grading?

# data[].attributes.body
Giving adequate feedback to help students improve before summative assessments!

# data[].attributes.body
Are we actually assessing curricular competencies (as the curriculum directs us to) OR are we still assessing content retainment?

# data[].attributes.body
How do we handle the grade inflation between classes, between schools, and driven by post-secondary demands?

# data[].attributes.body
How do we assess students who have dramatically different ability levels?
What are we assessing?

# data[].attributes.body
Finding enough TIME to "adequately" teach & mark assignments so that I feel the marks are actually reflective of ability/achievement.  Also, crafting quality assignments that won't take forever to mark!

# data[].attributes.body
preventing students from using automatic translators to complete assignments.

# data[].attributes.body
Focus is on numerous concepts simultaneously throughout the year in preparation for performances

# data[].attributes.body
Creating assessments that drive learning forward (i.e. are valued by the student) in order to make the time it takes to mark worthwhile

# data[].attributes.headline
Click the link below to access the "Questions for Tom" shared document:

# data[].attributes.subject
Click the link below to access the "Questions for Tom" shared document: