For formative assessments, we will use verbal, written and / or peer feedback. This feedback could include conferences with the teacher and student, written comments on the assessment itself, or quantitative or qualitative feedback on Managebac. For summative assessments, we will give written feedback on Managebac within a timely manner. 2. We maintain consistency in assessment practices and marking because we plan and create our assessments as a grade level team and we moderate papers to ensure that we are all marking consistently. For DP, we will all use the same grade boundaries. **A challenge this year: since we will not teach any of our grade level classes at the same time, we will not be able to use the same assessments across a grade level. This will pose difficulties in aligning the assessments and the marking of them.

We build a clearer picture of the different learner profiles through a variety of means: one-on-one conferences, evaluating student work, class discussions, conversations with and checking the live register sent by Student Support. 2. Where possible, we offer choice in how students will demonstrate their learning. We make accommodations to assessments' based on students' IEPs. 3. Systems that help us track and reflect on student progress: Managebac assessment data and comments, Google Classroom, students' learner porrtfolios.

We make student progress and achievement visible through displays of student work, public celebrations of their learning like the grade 8 IDU unit, the grade 9 speech competition, etc. 2. In addition to the methods named above, we can consistently recognize effort and growth by providing feedback that recognizes areas of growth and effort, not only achievement of certain skills or standards. 3. Opportunities to showcase student learning beyond grades: gallery walks, presentations, exhibitions, debates, Harkness Table, etc.

Criterion D:

Weekly Formative Assessment (includes effort, preparedness for class, social skills, behavior, etc). The feedback is posted on Managebac after the last class of the cycle.

Criterion C:

Formative Feedback (includes verbal feedback on student's performance during the actual class)

Summative Assessment (includes the skills' assessment at the end of each unit)

Criterion B:

Formative Assessment (includes verbal feedback on student's performance during the actual class, and weekly through the formative assessment-logged opn Managebac)

Summative Assessment (once per semester; includes planning for performance and reflection)

Criterion A:

Summative Written Assessment (at the end of each unit; testing students' conceptual knowledge and understanding)

How do we ensure regular, timely, and constructive feedback for every student?

• One piece of feedback on MB per cycle - can be formative/comments only/binary (~2 weeks)

• Two weeks notice on MB before summative assessment 

• Summative feedback will be provided within 2 weeks (1 cycle)
  
  

How do we maintain consistency in assessment practices and grade boundaries within our department?

• Accurately coding/labeling assessments on MB as formative and summative

• Consistent naming convention for assessments (ex. 8 I&S - Infographic), categories for formative assessments, 

• For MYP, common planning and writing of assessments as a team. For DP, paper based assessments will be informed by IB grade boundaries.
  
  

If we agree as a department on any changes, how do we communicate them with Secondary Leadership so amendments can be made?

• Email secondary leadership and suggest amendments to be represented in secondary departmental handbook

We ensure expectations, deadlines and resources are clear to students by sharing all of these on Managebac (and Google Classroom for some teachers), by explaining and sharing exemplars in class, by checking for understanding. 2. We utilize common planning time, Google Chat, emails and department meeting time to check in with each other. We post our tasks on Managebac (and on Google Classroom) in advance so that students and parents know what is coming. We communicate with parents, school counselors and leadership team when we have an issue of concern with a student. 3. We run a very successful IDU with grade 8 currently and are hoping to implement IDUs with 6, 7 and 9. However, we need common planning time across subjects for this and we need a point person. Teachers can also use Advisory groups and work with Student Support to further collaborate across subjects, where more than one subject area is represented in a grade level Advisory team.

Using the boards in the corridors to display student work.

Using Managebac and parent emails to share celebrations and highlights.

Creating a culture of positive dialogue around growth in class (during the class, highlighting pieces of information/ideas/work of students for the group, "investigate/consolidate")

Having learners lead the lesson (students as the teachers)

How do we build a clearer picture of the different learner profiles in our classrooms?

• Make sure we are familiar with students’ IEPs and learner profiles

• Getting to know students at the beginning and throughout the year - questionnaires, diagnostic assessments, MAP testing data, CAT 4 data

• Student goal-setting
  
  

How are we adapting instruction and assessment to support diverse needs?

• Using assessment data to inform future assessment design

• Working in conjunction with learning support

• Student choice (UDL)
  
  

What systems help us track and reflect on student progress?

• Moderation among colleagues in marking and feedback

• Comparing assessment data among grade level sections and longitudinal periods. 

• 1-on-1 conferencing with students to identify strengths and areas of growth, student reflections

• Reflecting as teachers on units throughout the planning and implementation process

Using Managebac consistently. Post summative deadlines a minimum of two weeks ahead and be mindful of what else learners have on their schedules.

Using Google classroom as a supportive resource for organization.

Attend periodic Learning support meetings coming this year to collaborate with grade level colleagues in supporting learners.

Assessments: At least one full assessment per criterion per semester for MYP and one full IA per semester for DP classes.  

All assessments must be similar for each grade level. 

Announcements on MB at least two weeks in advance. No announcements on MB means no major criteria-based assessments. 

All assessments should be decided before starting a unit

Formative assessments & feedback once a fortnight.

Different assessments for Grade 10 Science between S1 & S2.

Feedback: For tests/Criterion A: highlight mistakes and go over in class. Share the answer key with the students. For lab reports & essay / Criteria B & C & D: annotate the Google doc for feedback, but provide an opportunity for a follow-up verbal clarification. MB should have a note about where to access the feedback. A checklist is recommended for self-assesment

How do we make student progress and achievement visible?

• Using bulletin boards in common areas to display I&S student work (rotate every unit/9 weeks by teacher)

• Displaying student work in our own classrooms

• Friday Flash submissions

• Sharing student achievement during community time
  
  

In what ways can we consistently recognize effort, growth, and achievement?

• Positive MB behavior comments visible to parents
  
  

What opportunities exist to showcase learning beyond grades?

• Having students informally share exemplar work with the class, walk class through their process

• Shoutouts for good effort, behavior, and achievement during class

• End of summative reflection highlighting proud moments, atl skill, learner profile, areas of needed support, etc. to inform commentary and conferences - uploaded to MB

For the Grade 11, give a diagnostic test.

Discussion and feedback to get an idea of how students learn best.

Refer to the student support document and identify students with individual learning plans and accommodations.

Use grouping tools initially at random, but later can move to specific locations and grouping based on the needs

Provide demonstrations for challenging labs and opportunities to check student understanding during longer investigations.

Provide multiple ways to show their learning, especially forthe Criterion D essay.

Provide a list of keywords for each unit (EAL)

Use MB as a main tool to track progress - record all the smaller tasks on MB.

Invite other classes to showcase learning

Opportunities for peer learning and appreciation letters

Display exemplary student work

Celebrate progress

How do we make sure expectations, deadlines, and resources are clear to students?

• Communicating consistently through ManageBac, with links to Google Classroom

• One piece of feedback on MB per cycle - can be formative/comments only/binary (~2 weeks)

• Two weeks notice on MB before summative assessment 

• Summative feedback will be provided within 2 weeks (1 cycle)
  
  

How do we maintain consistent communication within the department and with students, family and parents?

• Use ManageBac as primary tool to post assessments, feedback, task sheets, etc. at regular intervals
  
  

How do we strengthen collaboration across subjects to support students more effectively?

• Effective planning of G8 IDU with English

• Attending student support meetings

• Sharing during grade level advisory meetings with teachers from different subject areas