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RTHS School Council A Conversation about Assessment

RTHS School Council A Conversation about Assessment. Myths/Questions. Key Understandings. At RTHS W e communicate both outcomes and competencies. We assess both outcomes and competencies. We assess varied tasks including tests. We include student and teacher assessment

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RTHS School Council A Conversation about Assessment

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  1. RTHS School CouncilA Conversation about Assessment

  2. Myths/Questions

  3. Key Understandings • At RTHS • We communicate both outcomes and competencies. • We assess both outcomes and competencies. • We assess varied tasks including tests. • We include student and teacher assessment • Students have opportunities for improvement. • Report cards include both percentages and/or RTHS descriptors.

  4. Definitions • An outcome is a statement that describes what a student is expected to know and be able to do in a subject. • A competency is an interrelated set of attitudes, skills and knowledge that is drawn on and applied to a particular context for successful learning and living (identify/solve problems, think critically, innovate…) • Competencies are demonstrated through the discipline.

  5. Canadian Engineering Accreditation Board • Knowledge Base for Engineering • Problem Analysis • Investigation • Design • Use of Engineering Tools • Individual and Team work • Communication Skills • Professionalism • Impact on Society and Environment • Ethics and Equity • Economics and Project Management • Lifelong Learning

  6. Math Example Assessment – feedback – next steps for students Assessment – data - next steps for teachers

  7. ELA Example There are many ways we can show what we know! Teacher provides choice of task or text; student determines engagement and challenge level It is easier to hit a target, when we can see the target! Teacher plans relevant outcomes and competencies; student/class makes criteria list Revision leads to precision! Teacher provides opportunity for feedback loops; student uses checklist to give strengths and areas needing more attention Understanding our best work leads to being proud of our work! Teacher provides choice of tasks to develop into an assessment; student reflects on own work (Which is my best evidence?) It is easier to hit a target, when we can see the target! Teacher gives examples of spectrum levels; student compares own work to examples and self assesses/reflects (What am I proud of? What do I still need to know?) Every student can learn and improve! Teacher "grades" and provides ways to improve in future; student reads feedback, asks questions, uses focus to potentially rewrite or achieve next spectrum level in future

  8. Supporting Structures Common language Learning plans - choice Focus PACT Thirsk Days …

  9. Just do it. Reeves The consequence for not doing your work is doing your work… Wormeli Wormeli

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