The Slide Deck below was shared during Supplemental Learning in March - June 2020.
It provides examples of Products, Conversations, and Observations in mathematics that can be done during remote learning, but all examples below are equally applicable within face-to-face learning.
GSCS Math Look-Fors: Assessment
A process of gathering data and analyzing that data to determine if students have achieved the identified essential outcomes. Assessment information guides instructional decisions.
Kiseyitamowin: Decision making is responsive to relevant evidence
A range of student evidence is collected through products, observations, and conversations
Assessment is differentiated to meet the needs of students
Assessment For Learning:
Student evidence is used to inform next steps in instruction
Formative assessments may include exit slips, Assessment Focus Question, math journals, assignments, teacher created assessments, Basic Concepts of Math (BCM), Sask Common Math Assessments, watching students perform skills on whiteboards, observing student accuracy, flexibility, and efficiency, asking students questions about their reasoning, rubrics, checklists, anecdotal notes from small group work
Assessment As Learning:
Students use self/peer assessment tools and success criteria (e.g., Student Assessment by Outcome, I Can statements, and assessment tools from GSCS Assessment Handbook)
Students use evidence from their work to set goals and identify next steps for learning
Assessment Of Learning:
Summative assessment reflects curriculum outcomes
Summative assessments may include teacher created assessments, Sask Common Math assessments, SRPSD assessments, BCM, Student Assessments by Outcome/Teacher Checklists, rubrics, anecdotal notes of observations and conversations
Responsive, non-graded feedback is provided throughout learning
Feedback is based on the learning target and success criteria