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Formative Assessment

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Formative Assessment

Dimension #4, Dimension #5, Dimension #6, Dimension #7

This video collection, funded by Alberta Education, features Alberta teachers and students engaged in classroom assessment experiences. The videos are organized around the three sections of the AAC Key Visual.

NEW 88 PAGE BOOKLET

'Supporting Conversations About Assessment'

Companion Guide
for Assessment in Action Video Series

Dimension #4: Engaging Students in the Assessment Process

Student Engagement: A Shared Responsibility

Student Engagement: A Shared Responsibility

A teacher at McNally High School in Edmonton understands that student engagement is a shared responsibility.

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Engaging Students in their Learning

Engaging Students in their Learning

Teachers at Holy Spirit School in Sherwood Park share how the use of mini white boards provides opportunities for students to be deeply engaged in the assessment process.

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Providing a Risk Free Environment for Diverse Learners

Providing a Risk Free Environment for Diverse Learners

A teacher at Notre Dame High School in Calgary finds that individual student response whiteboards provide a risk-free environment for students to demonstrate their learning.

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Dimension #5: The Critical Role of Practice and Feedback

Just-in-Time Feedback

Just-in-Time Feedback

Teachers at Monsignor Fee Otterson School highlight the benefits of providing students with just-in-time oral feedback.

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The Impact of Teacher Feedback

The Impact of Teacher Feedback

A teacher at St. Jean Brebeuf School in Calgary structures her classes so that she has many opportunities to provide feedback to her students.

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Establishing the Conditions for Peer Feedback

Establishing the Conditions for Peer Feedback

Teachers from Percy Baxter Middle School found that peer coaching can only be effective when a supportive environment is established and students are able to develop the appropriate skills.

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Helping Students become Resources for One Another

Helping Students become Resources for One Another

Grade 6 students and their teachers from Medicine Hat Public Schools are experiencing the benefits of peer feedback.

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The Impact of Peer Feedback

The Impact of Peer Feedback

A teacher at St. Jean Brebeuf School in Calgary utilizes peer feedback to impact student learning.

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The Power of Student Collaboration

The Power of Student Collaboration

A teacher at St. Elizabeth Seton School in Calgary structures her class so her students have many opportunities to work collaboratively.

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Feedback to Improve Learning

Feedback to Improve Learning

An art teacher at Harry Ainlay High School in Edmonton helps her students see value in the feedback process.

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Dimension #6: Time to Reflect

Using Feedback Effectively

Using Feedback Effectively

Students need support in knowing how to use feedback effectively.

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Developing the Skill of Self-Reflection

Developing the Skill of Self-Reflection

A teacher at Monsignor Fee Otterson School helps students develop the skill of self-reflection.

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Dimension #7: Formative Assessment to Inform Instructional Practice

Planning for Day to Day Assessment

Planning for Day to Day Assessment

Planning for assessment is part of day-to-day instruction for a teacher at St. Elizabeth Seton School in Calgary.

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Engaging Students through Effective Questions

Engaging Students through Effective Questions

A teacher at St. Elizabeth Seton School in Calgary uses ‘paper tweets’ to help her students reflect on their learning.

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Planning Effective Questions

Planning Effective Questions

In order to guide next steps in instruction and assessment, a teacher at McNally High School in Edmonton incorporates effective questions into his instructional plan to determine student understanding of a concept.

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Feedback to Inform Practice

Feedback to Inform Practice

A secondary teacher at Hilltop High School in Whitecourt describes how she organizes her classroom in order to obtain feedback that informs her practice.

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Balancing Formative and Summative Assessment

Balancing Formative and Summative Assessment

In preparation for an upcoming summative assessment, where might opportunities for formative feedback be integrated into the instructional sequence

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