Embedded Files
In this section you will find:
In this section you will find:
* information about triangulation of assessment
* information about triangulation of assessment
* assessment- tools and methods
* assessment- tools and methods
* a video of a teacher explaining how this planner helped to identify learning goals
* a video of a teacher explaining how this planner helped to identify learning goals
Assessment
Assessment
Using our CBCI planner creates an excellent opportunity to make decisions about what will be assessed and evaluated because it ensures that teachers look to the concepts and Big Ideas and do not become bogged down trying to cover all of the specific expectations in an explicit way.
Listen to Grade 6 teacher, Matthew Norris-Hamilton explain how planning with Big ideas and concepts ensured a deeper focus and for his students.
Note: Please scroll to 1 min. 10 secs for the video
Triangulation of Assessment
Triangulation of Assessment
When making decisions about what we would intentionally assess we considered the three points of the triangulation of assessment model:
- products
- conversations
- observations
Using a variety of measures to evaluate student learning helps to differentiate for our students and ensures that all students have success demonstrating their understanding.
Student products:
Student products:
- We assessed the quality of student responses in the intellectual journals, the perspective artworks, the persuasive writing task, the collaborative contributions of various thinking routines activities, the 3D models and the summative tasks.
Conversations:
Conversations:
- We assessed student contributions during our consolidation activities and used anecdotal notes to record specific student responses that indicated a strong level of conceptual understanding
- We made anecdotal notes about accountable talk during collaborative activities
- We recorded evidence of student understanding of the Big ideas following conferences and student presentations
Observations:
Observations:
- We used a checklist to record and document observable behaviours during learning engagements, consolidation activities, and summative task projects
Various Assessment Tools used in the unit
Various Assessment Tools used in the unit
We used a variety of assessment tools to help our students develop the necessary meta-cognition about their deep learning experiences and to ensure that we were capturing the evidence that we aimed for to support a holistic understanding of our students' success.
Here are some examples of the assessment tools we used.
Reflection
Reflection
auto-évaluation unité+tache sommative 3.docxauto-évaluation unité+tache sommative 2.docxThroughout the unit, students are writing reflections in their intellectual journals and are asked to write final reflections at the end of the unit. Questions and response prompts are designed to have students make connections to the transferable concepts they have worked with throughout the unit. An important consideration is to invite students to return to their original thinking and analyze how it has changed throughout the learning journey.
Rubrics
Rubrics
- sample rubric for the assumptive task
- Sample rubric for persuasive/opinion writing
RubricOpinionWriting.docxReport abuse