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Assessment can enable students to draw on their prior learning, life experience and cultural influences to show unique and persoanlised learning

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-Self assessments for students: Students should be able to take ownership of their learning and use their reflections to set achievable goals
-Assessments should allow students to show their learning in meaningful ways and this doesn't have to look the same for each student (even though the expectations are the same)
-Feedback from the teacher should be ongoing just as self-assessments by the students should be ongoing

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- Using formative's to inform/adjust our teaching .
- Using Pre-Assessments to account for prior learning and also to inform/adjust our teaching.
- Providing context to all assessments.
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This is essential to using MAP. We should have a a mid-year check in.

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-using assessments as a learning tool that is part of a feedback loop rather than just a task to complete
-incorporating self-assessment to frame a discussion around where students think they are, where we think they are, and how students can be guided to improve
-utilizing a variety of assessment tasks and opportunities to determine learning
-having a common policy on redoing summative assessments

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Reflection and discussion incorporated in each class provides consistent opportunities for students to self-assess, for key challenges to be highlighted and to inform future pathways.
Tools such as SeeSaw allow students to articulate their own understandings of the unit

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- More emphasis on effective formative tasks
- Build capacity within teachers, both for developing tools and for implementing them
Ensure that success criteria is shared early and in such a way that students understand how they can use it to guide their learning
-  Incorporate self and peer assessment effectively
- Include students in developing assessment tools early
- Pace out or reduce number of 'big' assessments
- Ensure feedback is timely and actionable

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Making sure students understand the 'Why' we assess; and how we as teachers and learners use the data to  further teaching and learning.
With solid understanding students could take more ownership of both learning and assessment.

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Assessing the students´ own work or that of others can help students to develop their understanding of the intended learning outcomes and the assessment criteria.

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Pre-Assessment or Diagnostic will help us to know when and where to start helping each student in our class. Online Assessment, although not so student-centred can become student-centred when students are carefully guided with guide questions, samples and assessment criteria.

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Pre-Assessment or Diagnostic will help us to know when and where to start helping each student in our class. Online Assessment, although not so student-centred can become student-centred when students are carefully guided with guide questions, samples and assessment criteria.

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Big S practices we should see empowering students

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Big S practices we should see empowering students

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The big one for me is clear goal setting. Students can see where they are now, where they want to be, and what they can do to get there. This can be as simple as sharing rubrics at the beginning of a new unit, or putting together learning log for students to track their progress.

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Variety of assessment types because all students learn differently and might be better at doing one type of assessment versus another. For example presentations, written assignments, or project based learning. This would allow for teachers to gauge what type of learners there are in the classroom and what the students are able to do during a given time period.

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1. Formative assessment should be used to drive instruction.

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1. Formative assessment should be used to drive instruction.

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2. Feedback should be given on formative assessments (this can be a mix of peer and teacher feedback - oral and written)
3. Departments should use common summative assessments so that students are measured using the same tool.
4. Teachers need to moderate assessments.

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Self-assessment: students will reflect on their learning journey.
Using rubrics to show students expectations and be able to move to the next level.
Modeling
Using of exemplars
External assessments

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Establishing consistency in policy on re-take of summative assessments

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We owe it to our kids to know what they know and don't know all through their learning journey...not just at the beginning and the end.

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* Increased emphasis on practices that empower students to take responsibility for their own learning.
* Increased emphasis on the curriculum being transparent, accessible and relevant to the learners and their lives now and in their future.
* Decreased emphasis on content, prioritizing metacognition, AtLs and conceptual understanding that is transferable in relevant contexts.
* Decreased emphasis on sharing summative assessment results with parent community because that is what they are used to and that's what they understand.
* Increased emphasis on educating parents to understand the changes in what matters in education and what practices are harmful to learners such as consistent discussions about grades/numbers and other outcomes that result in students and parents making comparisons.

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Self-Assessment as reflective tool to confirm if teacher and student in alignment. 

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Self-Assessment as reflective tool to confirm if teacher and student in alignment. 

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- Measures understanding along learning journey
- Allows teachers to plan for intervention/extension, scaffold and differentiate learning
- Allow students to develop from feedback

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Students judge the performance of their peer and it can take different forms depending on the characteristics of its implementation, the learners and the learning context.

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To know where the mistake is means already understand the knowledge, also, students can learn from others.

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They are an important part to assess the students in a different way trying to be more ´´real``.

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- well organized computer-based activities/assessment that could test students understanding while track their performance
- Pre-assessment to gain understanding of students current level

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- Formative assessment occurs throughout the unit
- Summative assessment should occur at least twice per year per criterion
- Summative/formative assessment should allow students to attempt the highest levels of the rubric
- Summative/formative assessment should be varied and allow students to demonstrate their understanding through many models
- Summative's should be written once, as it is the opportunity for the student to demonstrate their formative learning, not an opportunity for a re-do if they do poorly
- Culmination of criterion totals based on summative results should determine a student's overall mark in the subject