5. Growing Success Policies
1. Seven Fundamental Principles
2. Learning Skills & Work Habits
3. Performance Standards- The Achievement Chart
4. Assessment for Learning and as Learning
5. Evaluation (of Learning)
6. Reporting Student Achievement
7. Students with Special Education Needs
8. English Language Learners
9. E-Learning
10. Credit Recovery
http://www.edugains.ca/newsite/aer/index.html
6. Putting on your student hat
https://pixabay.com/en/hats-fedora-hat-manufacture-stack-829509/
7. Starting with You
• As a teacher candidate you are frequently
being assessed and evaluated
• What features of assessment/evaluation are
necessary for you to demonstrate your
learning?
8. Now your teacher hat…
https://pixabay.com/en/hats-fedora-hat-manufacture-stack-829509/
9. You as a teacher of Language Arts
• How should the personal features of A/E you
just brainstormed inform your assessment
practices in Language Arts?
• Be specific:
Language Arts assessment and
evaluation should…
11. Mayfield Secondary School
(Peel Board)
• Pilot project in Grade 9
• Students will negotiate their end-of-semester
grades with their teacher in 4 subjects
• Students will receive feedback throughout the
semester but not grades
At your table groups discuss your reaction
to this pilot project
12. Articles from Toronto Star
Nicole Thompson: “This Caledon high school is
letting some students negotiate their final
grades”
• https://www.thestar.com/news/gta/2017/09/
05/this-caledon-high-school-is-letting-some-
students-negotiate-their-final-grades.html
13. Heather Mallick: “Agree or disagree, I deserve an
A+ for this column”
https://www.thestar.com/opinion/2017/09/08/a
gree-or-disagree-i-deserve-an-a-for-this-column-
mallick.html
14. Put on your critical literacy hat ….
https://pixabay.com/en/hats-fedora-hat-manufacture-stack-829509/
15. View the articles from a critical
perspective
• For what purpose was this article written?
• Is the information accurate and believable?
• Is there evidence of bias?
• Whose voices are missing, silenced, or
discounted?
• What techniques does the author use to
achieve her purpose? Are they effective?
18. Advice for Pilot Project
• Finally, as an education professional, combine
your field experience, knowledge of ministry
policy, and personal experiences as a learner,
to give concrete advice to those designing the
pilot project at Mayfield Secondary.
19. Thoughts on A&E from a VP
• When I sort through a teacher’s Markbook or
a parent’s evidence here is what I am looking
for:
– Were expectations re: quality, quantity, and
timelines clearly laid out for students?
– Did the teacher take the time to talk to the
students and answer questions to ensure students
understood?
– Were the parents given clear information about
the expectations?
20. • Was a clear rubric given to students and
discussed with them? Were examples of level 4,
3, 2, work given?
• Were there opportunities for students to submit
rough work for editing ahead of time so that
students could prepare preliminary work, make
corrections, and resubmit?
• Was there some “chunking” of larger assignments
with timelines assigned so that students could do
the work in small manageable pieces and not feel
overwhelmed?
21. • Were teachers prepared to make some
exceptions for illness or other kinds of sudden
situations?
“The bottom line is that expectations need to be
clear and well understood. Students need to be
treated fairly and equitably and opportunities
for some preliminary work and editing and
resubmission. A&E is not a tool for punishment.
22. Interview Question
• How would you approach assessment and
evaluation in your Language Arts classroom?
25. Which of the above did you use or see
used in your practicum?
• Assessment stories and challenges
• What did you learn?
• What would you do differently?
