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There are many ways in which information is gathered in order to
assess a child’s progress. Students are involved at all times in understanding how they will be assessed and examples of various levels are demonstrated (e.g., anchor charts and success criteria, but most importantly written and verbal descriptive feedback). Benchmark activities are integrated across the curriculum.
Through observation I will assess:
· the task orientation of individual students
· their ability to work with others
· their problem solving skills
· their interest levels
· work habits
Through their:
daily work
projects
homework
informal and formal testing
individual and small group conferencing sessions
Students’ progress is collected and recorded on an ongoing basis. Rubrics and tracking records will also be utilized. Each student will have the opportunity to work their best by following anchor charts and success criteria that will be clearly demonstrated and used collaboratively with teacher and student.
The Ontario curriculum outlines certain expectations for each grade and subject area. They describe the knowledge and skills that students are expected to develop and demonst
rate in their work. Each student’s achievement level is assessed based on these expectations. The Ontario Report Cards stipulate that each new term is reported separately form the previous term. It is not cumulative.
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