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Growing Success

Key Ideas and Intent of the new Growing Success assessment policy document.

Linda Barrett

on 9 May 2011

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Transcript of Growing Success

Double click anywhere & add an idea Growing Success assessment, evaluation and reporting in Ontario schools, 2010 the primary purpose of assessment and evaluation is to improve student learning Seven Fundamental Principles are fair, transparent, and equitable for all students;
support all students, inlcuding those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Metis, or Inuit;
are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievment;
develop students' self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment for the purpose of improving student learning is seen as both "assessment for learning" and "assessment as learning". Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality. Evaluation is based on "assessment of learning" that provides evidence of student achievement at strategic times throughout the grade/course, often at the end of a period of learning. Learning Skills and Work Habits Responsibility Organization Independent Work Collaboration Initiative Self-regulation for Learning and as Learning plan assessment concurrently and integrate it seamlessly with instruction; share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses; gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools; use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals; 2010 and beyond...
implementing effective assessment for
and as learning strategies has the
potential to transform learning in
our classrooms.
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