Embedded Files
Below is a rubric to assess students' ability to use various tools and personal strategies to make predictions and collect and analyze data from their environment, across the four mathematical curricular competencies. Please feel free to edit this rubric to suit your students' needs. It can be adapted to be become a a peer assessment, or a self-assessment.
Below is a self-assessment reflection activity for your students. After you have went over the above rubric with the student, they can take this opportunity to reflect on and extend their learning.
Key Questions to Support Student-Teacher Conferencing
Key Questions to Support Student-Teacher Conferencing
What competencies did you flex throughout the learning? What evidence can you speak to that demonstrates these competencies?
What competencies did you grow in? How did this occur? Is there still room for growth with regard to this competency?
How do you share ideas and communicate with others?
What challenges have you encountered in our inquiry?
How do you know that the resources you are using for researching are valid and authentic?
Have you discovered any misconceptions you may have had before our inquiry? How did you discover these misconceptions? What changed your thinking?
How is it possible to solve a problem in different ways? Have you ever demonstrated this?
What is the sample of learning evidence you are most proud of?
If you were to be graded on one item from all the learning evidence you have curated, on what one item would you like to be graded?
References
References
All assessment resources were created by Driscoll (2023) using Canva and Google Docs.
Key questions to support student-teacher conferencing are retrieved from Trevor MacKenzie's Inquiry Mindset: Assessment Edition, Guiding Questions Resource.
MacKenzie, T. (2021). Inquiry Mindset Assessment Edition: Scaffolding a Partnership for Equity and Agency in Learning. Elevate Books EDU.
Page updated
Report abuse