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remember that the word progress is part of our understanding  of reporting:               the trend of a student's achievement (the progress they have made or not) may frame your professional judgement.

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remember that the word progress is part of our understanding  of reporting:               the trend of a student's achievement (the progress they have made or not) may frame your professional judgement.

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ensure all students are aware of your expectations - write it on the board / say it out loud / check in with students

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ensure all students are aware of your expectations - write it on the board / say it out loud / check in with students

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Assess that the evidence demonstrates understanding of the relevant curriculum expectations (even if it is in a different format from the supposed unit assignment).

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Your professional judgement needs to withstand scrutiny and needs to be equitable for all.

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Be transparent with students -tell them your thoughts 

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Be transparent with students -tell them your thoughts 

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Use proper data collection and evidence to support your opinion based on your experience

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Use proper data collection and evidence to support your opinion based on your experience

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Make sure that your assessments are transparent. Students need to be aware of their expectations and your descriptive feedback needs to address whether or not students have successfully met those expectations.

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Document everything.  Make sure expectations are very clear and known.

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Document everything.  Make sure expectations are very clear and known.

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Equitable

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Document in Teach Assist

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Maintain a set of personal standards/philosophy you can refer to when exercising professional judgment\

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Talk about your interpretation with your course team.  Ask colleagues if they agree with your professional judegments

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Talk about your interpretation with your course team.  Ask colleagues if they agree with your professional judegments

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Anecdotal evidence and formative (AaL) work

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Anecdotal evidence and formative (AaL) work

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If we have complete records, including attendance, learning skills,  formative tasks, etc., then we have a more robust picture of the student's achievement that extends beyond Assessment of Learning

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Document document document