A Fresh Look at Performance Assessment

Burning Questions AAC Member Only Content

Are students motivated by competition?

Other Public Content

Do we really need marks?

Other Public Content

Involving Students in the Assessment Process

Other Public Content

Beyond Tricks for Teachers

Other Public Content

Who is the audience for formative assessment?

Other Public Content

Setting the Context

Ruth Sutton AAC Member Only Content

Where is the evidence that testing improves learning?

Ruth Sutton AAC Member Only Content

Assessment for Learning: Is assessment the right word?

Ruth Sutton AAC Member Only Content

We all Know the Difference between Assessment for and of Learning– Or Do We?

Ruth Sutton AAC Member Only Content

The Big 5 Principles from the Assessment Reform Group

Ruth Sutton AAC Member Only Content

The Temptation of Superficial Change

Ruth Sutton AAC Member Only Content

If not assessment, then what?

Ruth Sutton AAC Member Only Content

Our Obsession with Grading

Ruth Sutton AAC Member Only Content

Lets Talk About Feedback

Other Public Content

An Exercise in Professional Judgment

Burning Questions Public Content

When Marks Won’t Help

Burning Questions Public Content

More than Just an Answer

Big Ideas Public Content

A Story of Learning

Katie White Public Content

Walking the Talk of Our Values and Vision

Katie White Public Content

What if Kids Don’t Buy What We’re Selling?

Katie White Public Content

Assessment that Powers Learning

Katie White Public Content

A Courageous Conversation About Accountability

Katie White Public Content

Data, Data Everywhere – But Where are the Students?

Katie White Public Content

Let’s Talk

Katie White Public Content

Second Test Video

Sam Sellar Public Content

Test Video

Sam Sellar Public Content

Communiquer sur l’apprentissage des élèves

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Assessment in Action Public Content

Appuyer la réussite des élèves

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Assessment in Action Public Content

La flexibilité dans l’évaluation sommative

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Assessment in Action Public Content

Évaluation significative dans un contexte de groupe

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Assessment in Action Public Content

Équilibre entre évaluation formative et évaluation sommative

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Assessment in Action Public Content

La rétroaction pour façonner la pratique

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Assessment in Action Public Content

Planifier des questions efficaces

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Assessment in Action Public Content

Engager les élèves par des questions efficaces

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Assessment in Action Public Content

Planifier l’évaluation quotidienne

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Assessment in Action Public Content

Développer la compétence d’autoréflexion

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Assessment in Action Public Content

Utiliser la rétroaction efficacement

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Assessment in Action Public Content

La rétroaction pour améliorer l’apprentissage

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Assessment in Action Public Content

Le pouvoir de la collaboration entre élèves

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Assessment in Action Public Content

L’impact de la rétroaction par les pairs

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Assessment in Action Public Content

Aider les élèves à devenir des ressources pour leurs pairs

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Assessment in Action Public Content

Définir les conditions de la rétroaction par les pairs

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Assessment in Action Public Content

L’impact de la rétroaction de l’enseignant

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Assessment in Action Public Content

Rétroaction en temps opportun

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Assessment in Action Public Content

Offrir un environnement sans risque à des apprenants variés

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Assessment in Action Public Content

Engager les élèves dans leur apprentissage

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Assessment in Action Public Content

Multiples possibilités de démontrer l’apprentissage

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Assessment in Action Public Content

Planifier en fonction de la diversité des élèves

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Assessment in Action Public Content

Donner le choix

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Assessment in Action Public Content