Students complete an exit ticket at the end of key learning. Use this information to:

• check for understanding - individually or whole class

• look for patterns & trends

• create small groups

• offer whole-class process feedback

Students share an artifact that represents their learning to date, based on success criteria, and use criteria for reflection

• can also ask new/ next step questions

• consider additional sources to consult to support continued learning

Students rate their own understanding of a concept or ability to achieve and expectation/ skill, include a rationale for their choice, then set a goal for how to move forward in their learning.

The example above uses Google Forms to collect evidence, but there are many ways to do this.

From our work with Sandra Herbst, students identify if they have met or not yet met various success criteria and provide evidence of their learning so far

• can be ongoing throughout a course or unit

• students keep track of own learning needs

• can be used with conversations

Teacher provides a colour coded scheme connected to success criteria. Student goes through their peer’s work and highlights the parts of the task that connect to specific criteria so students can visually see what is missing from their work and what they need to do to improve. Students can also use comment feature to add in questions and comments if using digital tool. (example provided is en francais)

There are several types of portfolios, and this resource is available for UGDSB staff - contact a Sandy!

Portfolios offer students a space to demonstrate growth in their learning, reflect, and set goals.

A performance wall offers samples of student work and feedback on how to get to the next level. The feedback, seen in orange in the image, offers task, process, or self-regulation feedback based on the needs of the student. (Based on the work of the Centre Wellington area Literacy PLC team)

• students can compare their own work to what's on the board to see next steps

• peer or teacher can use samples from the wall to help offer feedback

Give a slip to each student for reference at their desks, to help them determine what is being asked of them in a question/assignment as well as to offer peer or self assessment feedback on if they did the correct processing/thinking in the task (Based on the work of the Centre Wellington area Literacy PLC team)

Students root new learning in previous/background knowledge and knowledge systems, and prepare for learning by asking questions

• culturally responsive practice

• can alter "what I know" to "what I think I know" to be more inclusive

Sample question shells from Dylan Wiliam, Embedded Formative Assessment, p. 86

Students complete give statements and offer rationale to explain reasoning

• peer feedback or teacher check-in

• check for understanding, reteach concepts if necessary - whole class or in small groups

Students explicitly connect their work to success criteria from class and/or skills they're learning

1. highlight specific parts of the work

2. explain connection to success criteria or skill