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I used to mark every detail of every assignment.  Now I focus on a few important aspects and give more detailed feedback on them.

I'd like to see more examples of ways to assess critical thinking.

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I would like to gather more assessment tools for my tools for my tool box. It would be nice to collaborate more often to discuss the various tools fellow teachers are using currently.

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I used to use tests and quizzes as the final assessment of learning in a particular unit. Now, I like to take a more holistic approach to assessing student learning.

A variety of assessment tools that demonstrate student growth in learning would be beneficial.

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 Suzanne-Evaluation/assessment has always been a challenge in our DL courses, especially with some of our adult learners. We need to allow our learners to show their learning in a variety of ways.

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 Suzanne-Evaluation/assessment has always been a challenge in our DL courses, especially with some of our adult learners. We need to allow our learners to show their learning in a variety of ways.

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I try to encourage some level of self-reflection. Taking time to reflect on where we have come from and where we are going and what has brought us to this point is very important in self-actualization and an increased confidence in learning something new which can have the power to inspire.

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I used to rely too heavily on summative evaluation. Now I give more anecdotal comments for improvement.
I would like to dig deeper into abandoning traditional ways of assessment.

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I used to be a slave to my gradebook. I have vivid memories to entering data, falling way behind, only to be frustrated by the calculated average produced by the database program. I'd like to learn more about how we can bring students more meaningfully into the conversation about assessment of their own learning.

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I used to mainly use results (tests, assignments, etc.) to do assessment. Now I look more at the process of learning and providing students with feedback to support their learning.

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I used to assign a numerical grade (summative) to everything but now I give more anecdotal and criteria-based feedback using notes, conferencing and rubrics - formative and summative.
I'd like to learn how to improve assessment in the DC course: tools, grade vs text, balance.

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I used to assess and move on to the next product or assignment. Now there is never a final assessment, students have the opportunity to refine, alter and change their work throughout the year. Why because it allows the students to feel that they are in the driver's seat of their learning and assessment.

What I would like to learn more about is continuing to have students actively involved in their assessment.

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I try to focus on creating rubrics and checklists written in student friendly language and teach with the "end in mind".

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Used to do more evaluation rather than assessment- more black and white. Now look more at process of learning and giving more feedback so students can make corrections and improve.

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I use to only allow students to do assignments/quizzes/tests once. Now it is a journey and they can showcase their learning all year. Concepts can click (make sense) for students at the end of the year vs the beginning when we did that unit.

Like to learn more about tools

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I used to think that the product was the most important piece to assess learning. Now I know that the process is equally, if not more, important.

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I used to use 86% as an A, now I make a judgement as to the quality of work and level of understanding being at the center of the evaluation.

I'd like to learn about different methods of assessment for learning.

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I used to think there was only one way to assess- do work, hand it in and mark it. Now I am open to a variety of ways to assess ( reflections, process over product, peer, etc)

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I used to be more about evaluating but now I have shifted to more student focused assessments

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Sarah Cook. Mark EVERYTHING- Now i focus on the key skills assessed on that piece and ensure that students always reflect/ complete a D.I.R.T activity afterwards to show progress being made in that skills

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Sarah Cook. Mark EVERYTHING- Now i focus on the key skills assessed on that piece and ensure that students always reflect/ complete a D.I.R.T activity afterwards to show progress being made in that skills

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b.How to mark the new course

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I used to do what others thought was important...quizzes, marking everything, etc.

Now...I would like to look at the building blocks as learning opportunities.

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Too many assignments for marks. I’d like students to be more aware of their learning progr

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Used to grade on their 'prettiness' of their work. Now I provide them opportunities to be artistic or not within assignments.

B- How to the new assessment process is accurate.

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(a) One thing I focused on was summative assessment at the end, what has changed is that I am more focused on formative assessment now and along with self/peer reflection to showcase a student's learning journey.

(b) I want to dive deeper into showcasing student led assessing this year. Communicating with their own parents and being responsible for their own learning journey.

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I encourage and trust self reflection/assessment

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I used to rely solely on products (assignments, quizzes, tests) to inform my assessment but now I triangulate with conversations and observations too.

I am interested more about how students can be at the centre of their assessment.