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Sources

Communicating Student Learning (2008)

http://www.edu.gov.mb.ca/k12/assess/docs/csl/csl_doc.pdf

The Truth

Appropriate Educational Programming in Manitoba: Standards for Student Services (2006)

http://www.edu.gov.mb.ca/k12/specedu/aep/pdf/Standards_for_Student_Services.pdf

Manitoba Education's "Communicating Student Learning"

Senior 3 Physics: a Foundation for Implementation

http://www.edu.gov.mb.ca/k12/cur/science/found/physics30s/full_doc.pdf

Proposed Grading Rubric by MB Education's "Communicating Student Learning"

Opposing the Two 82's

Grades should meaningfully represent the achievement of learning outcomes. A single summary symbol may not provide a clear enough description of achievement.

Organizing assessment information by learning outcome enables teachers to produce a profile of strengths and areas for improvement.

Not an Option

Outcome-based assessment is not optional.

What does this mean?

Outcome Based Assessment

A story between

beliefs

Programming

Classes will be based on building competencies and skills.

Creation and Application

Activity-based-> immediate feedback

Many outcomes require the combining of learned competencies and knowledge into the act of creation

Assessment

Turning Wheels

Layered activities, lessons, and classes

Meeting all outcomes within a year of programming

Require understanding of concepts and the ability to use concepts

Focus shifts from assessment to programming

Projects to show understanding and applications

S3P-2-14 Perform Young’s experiment for double-slit diffraction of light to calculate the wavelength of light.

Include:

Conversational assessment

Cluster Zero Outcomes

Minimal traditional tests (grading)

Real-world application focus

Provincial examinations

"Where did the marks fit?"

Essential questions

"What do two 82's mean?"

Where is the Problem?

I initially thought that we didn't know what it looked like.

Inconsistent following of documents

Awareness in teacher training

Or...

Teaching Good Work vs. Concepts

Outcomes are based on competencies

Competencies for doing good work

Why not just focus on work in the first place?

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