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Assessment and evaluation for de-streaming is a more deliberate, transparent method of evaluation. It includes continually ongoing diagnostic and formative assessments that take many forms and that inform every next step (whole group, small group and/or individual) and be used to evaluation the effectiveness of supports provided to students.
Assessment and evaluation for de-streaming is a more deliberate, transparent method of evaluation. It includes continually ongoing diagnostic and formative assessments that take many forms and that inform every next step (whole group, small group and/or individual) and be used to evaluation the effectiveness of supports provided to students.
Learning Goals and Success Criteria are an important part of a de-streamed classroom.
Learning Goals and Success Criteria are an important part of a de-streamed classroom.
Teachers need to share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses.
(Growing Success, 28)
The list of learning goals will evolve and become more precise as [we] continue to work with the goals and teach from them...the next step is to make sure that what [we] ask our students to do in [our] class aligns with these goals.
What will they need to practice?
What specific tasks will [we] ask of them?
What will a daily and weekly routine look like?
Consider following the process of moving from your goals to designing the work of your classroom.
(Point-Less, 32)
Please click here to be directed to our Reading and Writing Tasks Learning Goals and Success Criteria Poster page.
Please click here to be directed to our Reading and Writing Tasks Learning Goals and Success Criteria Poster page.
Sharing the work of goal setting with the students is another method to build engagement.
Sharing the work of goal setting with the students is another method to build engagement.
Zerwin - metacogntive tracking chart for students.pdfReflecting on the mismatch of tasks focused on products and those focused on learning goals - a reflection:
Reflecting on the mismatch of tasks focused on products and those focused on learning goals - a reflection:
Examples of summative assessments (that are different from the typical exam, essay):
Examples of summative assessments (that are different from the typical exam, essay):
Feedback is another important part of the de-streamed classroom.
Feedback is another important part of the de-streamed classroom.
7 Ways to Share the Feedback Load with Students (adapted from Point-Less p. 68):
7 Ways to Share the Feedback Load with Students (adapted from Point-Less p. 68):
Ask students to color-code their work and examine it for patterns to get ideas for revision.
Use a checklist or rubric to guide peer feedback in small groups or for student self-assessment.
Engage students in conversations with each other about their work.
Challenge students to find a mentor text that gives them ideas for revision.
Teach a mini-lesson to the whole class and ask students to reflect individually on how that mini-lesson applies to their own work.
Facilitate a peer feedback circle.
Choose the work of one student and have the whole class look at it together.
Please find below links to specific pages of the Assessment and Evaluation section of the Toolkit where you will find more specific information about triangulation, tracking and reporting.
Please find below links to specific pages of the Assessment and Evaluation section of the Toolkit where you will find more specific information about triangulation, tracking and reporting.
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