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Teachers model a collaborative process to grade student responses on the Rocky Road performance task.
A student uses a Rocky Road peer coaching tool to get feedback on his work from a classmate.
A teacher prepares her class to complete the task by highlighting the context, criteria, and rubric.
Alberta teachers and students discuss how formative assessment supports student learning in high school mathematics classrooms.
Teacher leaders learn how to support sound assessment practices in high school mathematics classrooms.
Structured activities like row games and speed dating help students learn how to give appropriate feedback to their peers.
Individual whiteboards are a great classroom tool to facilitate the exchange of feedback between students and their teachers.
Effective self-reflection opportunities empower students to become owners of their learning.
Resources used in the lesson, as shown in the video, by Mathematics 20-1 teachers.
Effective peer feedback processes have the potential to support learning for both the student giving feedback and the student receiving the feedback.
Resources used in the lesson, as shown in the video, by Mathematics 30-1 teachers.
The two handouts should be copied in two different colours. Create pairs of students with opposite colour handouts, and have them complete the first side (review only) with this partner. Check for understanding with the whole class. Regroup students so that the pairs have same colour handouts. They will learn the new material with this new partner. When these pairs get to the last question, send them back to their original pairs to teach their partners what they learned.
When students have completed the learning activity, have them create their own notes. They could use the template below to guide them.
Student responses from exit slips assist teachers in adjusting instruction to better meet student learning needs.
Resources used in the domain and range lessons, as shown in the video, by Mathematics 10C teachers.
Bryan describes how effective report card comments help students reach their potential.
Linda talks about the importance of communication, connections and relationships in helping students reach their potential.
Lois describes the importance of articulation from grade to grade.
Colin describes the legal responsibilities associated with reporting behaviour.
Lois describes the challenges of separating performance from behaviour.
Bryan discusses benefits and limitations of including student behavior on the report card.
Lois explains the categories and rating scale used for personal growth and work habits in her jurisdiction.
Bryan describes rubrics that have been developed to assess behaviour and effort.
Colin speaks to the work of the district in providing guidance to teachers.
Lois discusses the need to find the right balance with curriculum based report card comments.
Janice describes the limitations of a single mark when reporting to students and parents.
Dorothy describes the power of using student work to illustrate standards.
Bryan describes the September meeting with parents to set learning goals for the upcoming year.
Janice shares how a pre-report card conference leads to a focus on habits of mind rather than the mark.
Lois speaks to the benefits of conferencing with parents prior to issuing the report card.
Colin describes pros and cons of various reporting schedules.
Linda discusses how to ‘hook’ parents into knowing their child as a learner.
Janice talks about the benefits of parents having on-line access to their child's performance.
Colin describes how a weekly learning log can be a valuable method of communicating with parents.
Lois highlights the importance of e-mail in maintaining ongoing communication with parents.
Bryan describes how teachers in his jurisdiction maintain ongoing communication with parents.
Linda speaks to the need to keep the language simple and direct.
Bryan describes the development of support documents to help parents understand the language of report cards.
Lois describes processes for helping parents understand the language of report cards.
Linda describes the process used in her school to help parents understand the difference between assessment for and of learning.
Colin explains how a large jurisdiction relies on school based leadership to help parents understand the difference between assessment for and of learning.
Bryan shares how his jurisdiction accessed resources to help parents understand the difference between assessment for and of learning.
Janice describes the benefits of using the mode.
Linda describes the how teachers at her school and teachers from other schools work together to develop exemplars.