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An inquiry into authentic assessment
An inquiry into student empowerment

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T Reflection: This was a great way of assessing quickly where I was in my own assessment practice and what I might be able to do next to improve upon.

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Dylan WIlliams - Formative Assessment

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with Google Forms

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Ss reflecting on songs that are challenging. 

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Ss reflecting on songs that are challenging. 

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Students continuing to find their entry point after unit.

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Ss chose the part that best fit them and reflected on the why.

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Rachel French

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Tonya Gilchrist

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https://forms.gle/bpbGqgujjBZKBcEk6

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Next Steps

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Next Steps

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Student Sharing Learning

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Plan learning engagements from students learning goals. 

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Plan learning engagements from students learning goals. 

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Ss wanted to share their performance during distance learning. Ss screen shared and screen recorded while playing alongside accompaniment.

Teacher Reflection: This was a great way for students to practice with a steady beat and also receive support in tracking while playing.

This was shared with all students as one way to share their learning.

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https://flipgrid.com/06084bfd

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Most proud moments

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Most Proud Moments

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I realized that I cannot possibly be everywhere for all students. That I need to give over part of assessment to the students to help them self-select and empower their own learning. The use of Challenge Scale was extremely helpful because it allowed students to regulate their learning experience by either go towards a more challenging part or an easier part to build confidence.
It allowed all students a chance at success and a way to gain momentum to continue learning new concepts.

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My hope is to share this journey next year through Zoom inviting colleagues here and far who might want to take part.

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Evidencing Learning @ Chadwick Sept 10-11

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Collaborative planning process for teaching and learning

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Collaborative planning process for teaching and learning

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Due to IB recommendation of Assessment being on the action plans, I have chosen to continue this work for the following year.

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Evidencing Learning Reflection Goals for an Assessment Capable Teacher Sept 2021

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Evidencing Learning Reflection Goals for an Assessment Capable Teacher Sept 2021

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- I can support the capability of students to assess their own learning.
- I can provide feedback to others to feedforward for next steps.
- I can contribute to and support the assessment culture within my learning community.

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Take Away:
Learners learner throughout their life and it happens over an extended time not just in a unit or even a year.
Assessment is to know where our students are.

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Assessing student learning (G Masters) (1)

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Take aways:

1. Development, not deficit

2. Focus on skills and less on scores (process over product)

3. Assessment is all around not just tests

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Assessment in the Primary Years Programme

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Assessment in the Primary Years Programme

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4 Dimensions:

1. monitoring

2. documenting

3. measuring

4. reporting

Types of assessment

1. Assessment for learning

2. Assessment of learning

3. Assessment as learning

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Students apart of the planning and documenting of the UOI

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Students apart of the planning and documenting of the UOI

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Student's completed it once for a base line and another time with a partner to talk through their wonderings and misunderstandings.

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Key of C Major - Do, Re, Mi, So, La Patterns

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Working on moving from Feedback to Feedforward tied with Tonya G earlier last year.

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Blank rubric that was created for students to create their own levels of understanding descriptors.

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What might it look like? How do we know we are X?

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Student created personal levels of understand descriptors that will be used to self-assess.

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Sharing resources of my process in having students develop levels of understandings.

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Students drafting goals and next steps through multiple ways to improve.

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Drafting Goals and possible ways of achieving this goal. 

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Drafting Goals and possible ways of achieving this goal. 

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After creating their levels of understanding, students created a goal and identify 6 ways that would help them achieve their goal.
This was to be used when playing various pieces of music.

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Moving my questions that I ask students to a more open-ended higher-order thinking area to allow deeper thought and discussion.

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by TeachThought Staff

While critical thinking is a foundation rather than a brick, how you build that foundation depends on the learning process itself: exposing students to new thinking and promoting interaction with that thinking in a gradual release of responsibility approach.

Question stems can be a powerful part of that process no matter where the learner is. Assessment (pre-assessment, self-assessment, formative and summative assessment), prompting and cueing during discussion, etc.

See also 28 Critical Thinking Question Stems & Response Cards ($2.95)

In that light, the following 25+ question stems framed around the early, non-revised Bloom's Taxonomy are worth a gander.
Image attribution flickr enokson; 25 Question Stems Framed Around Bloom's Taxonomy

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25 Question Stems Framed Around Bloom's Taxonomy

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by TeachThought Staff While critical thinking is a foundation rather than a brick, how you build that foundation depends on the learning process itself: exposing students to new thinking and promoting interaction with that thinking in a gradual release of responsibility approach. Question stems can be a powerful part of that process no matter where the learner is.

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Sharing Co-creation with Diana in Grade 2. 

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Sharing Co-creation with Diana in Grade 2. 

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Student sharing learning and passion with EY students. 

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Student sharing learning and passion with EY students. 

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Students exploring how music impacts their well-being with a reflection on answer the "Why" and "How". 

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Students exploring how music impacts their well-being with a reflection on answer the "Why" and "How". 

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Students co-create assessment to share levels of understanding

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Students co-create assessment to share levels of understanding

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PD with Tonya Gilchrist on Facts - Concepts

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PD with Tonya Gilchrist on Facts - Concepts

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Students brainstormed "Why, How, What" of assessing

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Students brainstormed "Why, How, What" of assessing

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Gave good advice on how to empower students to become self reflectors and assessors.

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Super helpful working on instructional coaching in building PEERS Goals.

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This was our Celebration of Learning for Grade 3 in 2021. We performed, "Step By Step, Keep the Music Going"

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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used this template with grade 2 on each element of music within a song of their choice. This helped them identify areas of next steps used on the back.

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Through conferring students identified possible ways to improve upon different elements of music that might be more challenging.

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After sharing my journey of assessment capable students, Cindy created this beautiful template that I know use within my own classroom.

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With this template we compared each songs level of understanding and whether there was a pattern across the challenges for each song and if one skill could be learned to help address them all.

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Students self-assessing each song based on prompts given and where they believed they were and how they would grow in our learning journey.

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Students identified challenging sections within a song and brainstormed possible ways to overcome those challenges to help them grow within our learning cycle.

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Unpacking Formative Assessment