PDP Assessment Padlet by Rebecca Dufour

rdufour3 — 2023-11-12 01:02:12 UTC

rdufour3 — 2023-11-12 01:05:19 UTC

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To inform teaching and learning

Criteria-based

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experimental cycle

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sregli — 2023-11-13 15:30:20 UTC

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jbreen27 — 2023-11-13 15:31:18 UTC

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To provide an objective, criterion based assessment of a student's understanding and skills.

To encourage learning by helping students understand how they can improve.

To inform my teaching

szbrook — 2023-11-13 15:31:28 UTC

To help me as I check in with students on their understanding. To know when to try again or when to move on.

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To improve student learning

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The purpose is to provide information to students about what they are doing well, and to guide students on a path to improvement.

To allow students an opportunity to share what they are learning, experience different emotions and help them develop a better understanding of the way that they learn.

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Affirm competency and produce empirical data

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To give feedback to encourage learning. To allow students to celebrate their knowledge

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For us and the students to better understand where they are in their learning journey, and determine future direction based on strengths and areas for growth.

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We hope for students to showcase their understanding robustly and in a timely way. We want them to see the relevance of what they learn in a global context.

Purpose of assessment

sregli — 2023-11-13 16:45:22 UTC

To send students out the gates ready to go, ready to tackle life, whatever that means, equipped with a robust and varied toolkit personalized for them.

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The purpose of assessment is to build the capacity of students to see themselves as lifelong learners with agency and the ability to identify areas of growth and chart a pathway forward.

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We hope for the students to be able to formulate and justify their own opinions and responses, recognizing other perspectives, in varied and authentic ways.

heatherglenville2 — 2023-11-13 16:46:24 UTC

Assessment is a tool for creating, empowered life long learners who embrace uncertainty and diverse perspectives.

2023-11-13 16:48:32 UTC

Assessment should be an ongoing process rather than a fixed event. The purpose should be for students to develop the capacity to recognize where they are at and actively engage in their unique learning and growth in a manner that builds self-compassion.

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out of the gates, ready to go

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Music

2025-06-16 17:50:07 UTC

Running practice quizzes and shorter assessment tasks leading up to summative tasks.

2025-06-16 17:50:37 UTC

This has helped me in many ways - not just in terms of AI detection but to learn HOW my students approach longer writing assignments in terms of planning and editing. 150 free docs and then a monthly fee.

Music

2025-06-16 17:50:51 UTC

Trying to have different levels of exemplar for tasks that are repeated year to year

L&L

2025-06-16 17:50:56 UTC

Working with quotations in essay writing, having students practice selecting quotations and integrating them into their writing then analyzing their significance with a number of prompts to guide them, rather than moving directly into full essay writing works well.

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Used a checklist (initially given to students) and paired it with the rubrics used to assess a project. The evidence on the rubric really helped to inform students in good detail about how their work "fit" on the rubric.

2025-06-16 17:51:05 UTC

Going through examples of the same question but with a different command term to review and break down the expectations of each command term.

Math

2025-06-16 17:51:19 UTC

Upon receiving back their marked work, the student has to read the feedback, and then respond in a reflection based on prompts specific to that assessment. Once I read their reflection I paste it to Managebac and only then release their numerical grade. This gives students time and space to process the feedback and respond.

Andrew - DP Music

2025-06-16 17:51:30 UTC

Students are invited to provide feedback for each other during in-class performance. Emphasis is placed on the students' use of proper terminology, which highlights their perception skills, as well as their understanding of concepts. Often, performances lead to bigger conversations about performance technique, performance anxiety, expression, etc.

PE observations

2025-06-16 17:51:31 UTC

In PE, making anecdotal notes about interpersonal and technical skills observation and performance works really well, as does having a checklist of skills that we are looking for. (Specific examples within these observations are great for report cards as well.)

L&L (but super transferrable)

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As students are working through an assignment, I'll highlight a mock rubric and post it for the students to review. They'll look through the highlighting that I've provided, and then I have them write the teacher comment to justify/explain the mock student's achievement level in each criterion.

Doing this has allowed them to see the reasoning for different grades earned, which helps them to access and understand their own feedback later on.

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To determine if teaching and learning were effective

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PHE

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Designing collaborative drills/modified competitions to learn and practice skills (physical, conceptual, interpersonal) for success in game play.

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Giving them the assessment with the feedback first and asking them to correct/make changes before they receive any grade that's associated with it.

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This year my goal was to develop more graphic organizers and charts for my students with LSPS. Some tools were individualized for different learners. Annie Fickel and Ashley Stewart were VERY helpful with this!

Math

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Have students mark an exemplary mathematics exploration according to the criteria. Compare their marks to the IB's and discuss any discrepancies.

Film Scores

2025-06-16 17:53:32 UTC

Gr. 9 Students wrote a film score to accompany a short film scene of their choice. They needed to apply theoretical concepts to evoke different emotions through their musical choices. The element of choice in choosing their scene made the students excited about the task, and the structure of the assessment made the expectations clear, but also allowed for a lot of personal expression

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Small quizzes throughout a unit

Creation of an end of year summative assessment

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-worked well because it gives students opportunity to think about content not just in an abstract way but how material can be used for summative assessment

-learning & reviewing at the same time

Reflection

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Have students read the feedback on the assessment and reflect upon it in writing before they receive the grade.

Science

jmalcolm23 — 2025-06-16 17:54:30 UTC

Having practice quizzes or practice labs to give feedback to students before a summative and to use for identifying students strengths and weaknesses

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Making checklists for IB rubrics and having students Mark externally moderated IAs and comparing

Math

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Have an individual meeting with the student about the assessment so they can ask questions related to the rubric.

DT

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Kahoot quizzes to review content and tasks on Formative modelling Summative tasks

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To help students develop into people who can work through challenges, learn through the challenge, and become people who can tackle anything they set their mind to doing.

Spanish

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Audio Recording: Describing pictures following a template.

Music

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Using observation assessment as a criterion B mark in the Arts is going to be help me assess students on their engagement and commitment to the creative process in ensemble music making.

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Purpose of Assessment: Improve the learning of Sjk students. Collect evidence from conversation, observation and product. Provide meaning and effective feedback. Designing assessments that are varied, ongoing and fair.

Grade 7 Music

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Students are given a choice of six different musical performances from around the world, with which they have no familiarity. In a series of short essay questions, students are required to analyze the musical work from various perspectives (e.g. rhythm, pitch, form, lyrics, culture). The assessment is effective because each performance has some extraordinary quality that helps the student to realize the vastness of the musical world that lies beyond their personal playlists. It also enables me to assess their grasp of musical concepts without simply testing definitions.

Following Up on In-Class Assessments

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I've trialed a few different ways of extending in-class timed assessments this year. In some cases, students wrote the full assessment and then chose which questions (2 or 3 out 4, for example) that they wanted to have graded. Another option that worked well was returning ungraded assessments to students the following class and offering them the change to add to their work. I found this second option really helpful as it showed me what students were able to access through reflection, revision, or further review after the test.

Good Assessment

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Having students choose a product and create a marketing mix for it. They need to fully understand the concepts in order to complete the assignment, and allows them to be creative in their answers and presentation.

teacher student meetings

jmalcolm23 — 2025-06-16 17:56:11 UTC

Having conversations about feedback (ex. Science IA in the Diploma) given before students proceed with their experiment

Recording of Conversations

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-record follow-up convos to gain further understanding of student's knowledge

Protest Songs

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I've been doing a conversation assessment summative for a Gr. 8 unit on Protest Songs. It has been a good assessment structure to bypass the use of AI in submitted written work and allow students to communicate what they have learned about their chosen issue.

Grade 7 Music

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Students are given the opportunity to re-take their first theory assessment after in-class feedback and review.

MY Science

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A pop quiz, inline with hw content. Help students understand how they are learning and what is retained.

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Review the specific command terms that will appear on the upcoming test in the context of the course material that is being assessed.

PHE

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Provide feedback, then observe ongoing performance in game play... verbally note/celebrate instances of success when they happen. This creates a risk-taking, motivating, mutually supportive environment, where classmates/teammates are dialed into both individual and collective strengths and areas for growth, and start to feel like they are working together to maximize potential.

Book club meetings

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I run one unit so that it includes 5 book club meetings. Students prepare things to say ahead of time, and are assessed on both what they say AND their active listening skills. The most successful meetings run with me just observing (we do NOT always get to that level, but... sometimes we do.)

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Having students correct their quizzes in a different colour while we take it up so then it becomes a note that goes in their binder.

DT

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Self-assessment using rubrics (DP). Checklists breaking down tasks and success criteria (MYP)

Voice Recording

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Using voice messaging on my Apple Watch to send myself a message when I see a student doing something, record it as a voice message, send it to myself, and copy/paste it later into my spreadsheet of observation data.

DP Music

2025-06-16 17:58:02 UTC

In-class performances (with feedback) help students to prepare for culminating recitals.

Observation in the Arts

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Verbal observations/check-ins every class; visual observations of the room; hands-on intervention and support of the art making (while observing their process and asking questions); lots of discussion and check-ins

(CP)

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3-5 Short questions or 1-2 reflection questions for done after each lesson or class to immediately determine if the students understood the topics discussed or if there are areas that need to be explained more.

Review

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-review previous feedback ahead of similar tasks

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Math

2025-06-16 17:58:48 UTC

Occasionally taking the time to type out a few anecdotal remarks in my markbook at the end of the day. Really helps for report writing, parent meetings, conferencing with students.

Grade 8 and 9 Design conversation/explanation

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Having students explain the code they are trying to develop (whether for a game, an app, or a driverless car), speaking to why they think that is feasible, what evidence they have to support that, what they have figured out so far, and what is tricky. Because for many the coding is new territory, this helps them realize where they need to do more research, where they may be over-ambitious, as well as helping me help them refine their goals.

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Self-Assessment using the criteria used with assessment help students understand rubrics

9 Geo

2025-06-16 17:59:26 UTC

Students are asked to share what they accomplished & next steps (when working on a larger, multi-step task), as a private comment in Google classroom. This is a great prompt for a conversation. Also, it is a great spot to share observations with students.

DT

2025-06-16 17:59:33 UTC

Ask students to reflect on their performance before giving feedback and marks. Ask them to compare them and have a one-on-one meeting after.

MY Science

2025-06-16 17:59:54 UTC

I try and run the first 5-10min of the class having students respond to questions using the command terms. Starting with, "what level of question is this and how do you know?" and then, "what is required from this question?" Ex. Recall vs. state, or apply vs outline

2025-06-16 17:59:58 UTC

We have developed a few observational checklists this year, which have helped both us and the students know where they are and where they can go in terms of interpersonal skills, planning, and performance.

DP Music

2025-06-16 18:00:01 UTC

Providing multiple exemplars at different levels

Read Alouds

2025-06-16 18:00:19 UTC

Asking students to read their work out loud to me allows them to catch errors that they've made, but also allows me to identify gaps in their learning as it relates to sentence and paragraph structure, vocabulary, etc.

2025-06-16 18:00:20 UTC

Grade 9 creative movement task in HPE.

nanotechnology project

jmalcolm23 — 2025-06-16 18:00:21 UTC

this was an assessment tool I was able to develop at an IB workshop. It gives student choice in their topic and really helps them to understand the expectations of Criteria D well. It is effective to provide challenge to stronger students with more complex topics (medicine, etc) or be more accessible for weaker science students. (sporting equipment)

2025-06-16 18:01:01 UTC

Formative: Assessment for learning by Observation, conversation, exit tickets, mini quizes, self reflections etc.

Summative: Project, Presentation, Tests etc.

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List of command terms are reviewed during the topic/unit review sessions.

Go through the success criteria before beginning the project, during, and before submission to remind the students better of their goals.

2025-06-16 18:01:22 UTC

exemplars of level 8 work for that criterion so they understand what a response would look like.

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Post-test additional comments

2025-06-16 19:46:39 UTC

I have been adding what I call "post-test additional comments" to the end of a test. This is where after I have collected all tests, I set a 5 minute timer and allow students to add details about something else where they have some flexibility to choose.

Sometimes the hardest part in the science is the volume of content and I know as a student it can be frustrating to study really hard for something that doesn't end up making its way into the assessment.

This gives them an opportunity to share what they know and help explain a concept to me. I use their responses here to help inform their communication grade for the test.

It also gives a lot better talking points for students who are hoping to push into a higher grade boundary but are rarely ever providing an explanation.