Embedded Files
Planning to Collect Evidence of Learning
Planning to Collect Evidence of Learning
Assessment is an important, ongoing part of learning. Once evidence of learning is submitted, assessment is completed by the teacher.
Evidence of learning can be communicated in many ways including though conversation, observation, or documentation of learning experiences. Whether your child is learning through a hands-on learning opportunity, an online quiz, a project-based activity or more traditional approaches such as paper-based worksheets or booklets, it is important to document the learning that takes place.
Planning how to document learning in advance is helpful. Home facilitators may want to consider:
- How will I plan for my child to show his/her learning?
- How can I document my child's progress?
- How can I design learning activities that ensure that my child is involved in the process?
- What system works best for me to regularly sharing evidence of learning with my child's teacher?
Assessment Resources and Ideas
Assessment Resources and Ideas
Post photos, videos and reflections of your work to your portfolio. These questions may help to guide your reflection:
- What was successful about that experience/project/activity? How did it change your thinking?
- What connections did you make between what you learned and what you already know?
- What surprised you?
- What makes you proud?
- What could you improve? What would you change?
- What do you wonder now?
Communicating about mathematical ideas
Communicating about mathematical ideas
Communicating about math ideas is an important part of the new BC math curriculum.
Click here for a list of journal prompts, encouraging students to think and communicate about mathematical ideas.
On the importance of communicating about mathematical ideas from the National Council of Teachers of Mathematics (NCTM):
"Communication . . . is a way of sharing ideas and clarifying understanding. Through communication, ideas become objects of reflection, refinement, discussion, and amendment. . . . When students are challenged to think and reason about mathematics and to communicate the results of their thinking to others orally or in writing, they learn to be clear and convincing. Listening to others’ explanations gives students opportunities to develop their own understandings. Conversations in which mathematical ideas are explored from multiple perspectives help the participants sharpen their thinking and make connections." (NCTM 2000, p. 60)
Diagnostic Math Assessment - end of Grade 4, beginning of Grade 5.
Study Forge includes mastery assignments, chapter tests and a final test
Mathletics includes online and paper-based tests
The Jump Math program includes evaluation materials - see the Jump Math website
Big Ideas (all subjects):
Report abuse