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Assessment is on-going, every day and every time, it can formal and informal, planned for or spontaneously, informing both the teacher and the student. Like an athletic coach, a teacher should be constantly assessing students, during classes, tasks, providing meaningful and timely feedback in order for students to keep moving towards learning goals and closing the leaning gaps.

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Be focused, individualized, and inclusive 

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Be focused, individualized, and inclusive 

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Making sure assessment is inclusive, for students learning in a language other than the mother tongue, with special learning needs, different cultural backgrounds, etc...

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The principles give a sense of movement - that assessment evolves along with what the teacher is noticing in the classroom and for each of their students. It's not something that is planned in advance and has no connection with the actual learning.

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The importance that assessment is suppose to illuminate both the coach and the learner.

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Assessment that provides insight into what the student understands, to their LEARNING and not only their ACHIEVEMENT. Achievement does not always reflect the learning.

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Moves assessment to Relationship with the student

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Moves assessment to Relationship with the student

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Assessment is not something done to a student it is with

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Evolve over time to meet the needs of the moment

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Evolve over time to meet the needs of the moment

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It's an iterative process and what worked in the past or even in previous years doesn't meet learners' current needs

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Assessments illuminate both teacher and learners, it gives info about the performance of both, not only the student. I also liked the idea of continuous, ongoing and ever present

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It informs, prioritizes, evolves and iluminates. It is important to both the student and teacher.

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That not every assessment is a test and not every test is an assessment

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What about giving the learner suggestions for next steps for learning? Should this be an additional principle?

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What about giving the learner suggestions for next steps for learning? Should this be an additional principle?

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I think I generally focus more on one of these or the other for a particular assessment "move" or approach, but I want to think more about how every opportunity for meaningful assessment can be instrumental to both the teacher and the student

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How do we help faculty evolve their thinking and overcome established mindsets about assessment practices

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It's important to know what language / verbiage each student needs to fully understand their progress and growth areas - both verbal and written (e.g. rubrics) feedback / assessment needs to be  comprehensible for its impact to be effected

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How does it illuminate the coach ?

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How do we use assessment to help students set goals?

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How do we help teachers understand the balance between prompting learning through feedback and probing questions vs. directive response and instruction vs. frustrusting students with not enough guidance. 

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How do we help teachers understand the balance between prompting learning through feedback and probing questions vs. directive response and instruction vs. frustrusting students with not enough guidance. 

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I would like to see our teachers adding more self and peer assessments throughout the year.

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How the principles could be a great way to explain to parents how thinking has evolved around assessment practices/principles

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Illuminate both the coach and the learner 

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Illuminate both the coach and the learner 

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What does this look like with very young learners?

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If our teachers / instructional team is prepared to evolve how assessment might look based on the needs we identify, what might we do to ensure that students and families are prepared to adjust to that evolution in a way that the assessment remains pertinent and meaningful?

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Support teachers in embedding assessment and the many ways assessment can look, in their daily routines so that they dont feel that it is something that takes away time from "''learning".

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How might we model with faculty the rhythms of assessment we'd like them to engage in with students? How might our work with adults differ, in terms of assessment, from our work with students?

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Evolve over time to meet the needs of the moment-   how do we provide consistency and alignment but allow for change.  

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Evolve over time to meet the needs of the moment-   how do we provide consistency and alignment but allow for change.  

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How can we create assessments more aligned to our practices? (less traditional)

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how can we educate parents on this different vision of assessment