Enacting AfL means changing the roles of educators and students (Part 5)
‘Don’t smile until Christmas!” was well-meaning advice given to me many years ago. In my teacher training, and early in
Enacting AfL means changing the roles of educators and students (Part 4)
Research and experience show that assessment for learning (AfL) can have a significant positive impact on learning. Notice we said
Enacting AfL means changing the roles of educators and students (Part 3)
My children tell me I’m a bit of a ‘control freak’. Personally, I don’t agree. Doesn’t everyone insist that towels
Witnessing Learning Over Time: Tools for Documenting Observations (Part 3)
Student thinking rarely follows a straight path towards a learning destination. When you ponder documenting the twists and turns of whole group or individual students’ thinking, do you feel overwhelmed? How might the application of learning goals and success criteria support the process of documentation?
Witnessing Learning Over Time: Documenting Observations with a Checklist (Part 2)
The process of assessment is not black and white. It’s not about shades of grey, but rather, about an understanding that each student has a spectrum of possibilities within them – a rainbow of ideas and potential.
Reflecting Back, Moving Forward: Feeling Stuck?
Do you sometimes feel like you’re stuck? You may feel like your wheels are spinning? I spoke with a principal last week and that’s how she was feeling.
Witnessing Learning over Time: Monitoring and Documenting (Part 1)
Take a moment to breathe, slow down and reflect on the first part of this academic year.
Changing how we think about assessment – Reporting on Progress
Elementary educators across Ontario are preparing to send home the Provincial Progress Report Card – the first formal reporting communication home to parents.
Reflecting Back, Moving Forward: Witnessing Learning Over Time
I learned about differentiation and personalization in a truly authentic way.
Enacting Assessment for Learning means changing the roles of educators and students (Part 2)
To harness the power of assessment to improve learning, you must examine and possibly reconsider your role and how you see your relationship with your students.
HARNESSING THE POWER OF ASSESSMENT 