Assessment+Evidence

Tanya Fletcher || **Title/Subject ** Thumbs Up-Thumbs Down || **Description/Explanation ** Students provide feed back regarding their understanding of a concept using a thumbs up (complete understanding and ready to work independently) or a thumbs down (need more time to work on this concept or skill). || **Document or URL ** || Taylor || Novel Study || Summative evaluation used to check comprehension after completion of the novel study "Cowboys Don't Cry". ||  || It has been used in small groups too. || || (includes Rubric) ||  || Social Studies || Alexa Beardsworth || Natural Resources Board Game || Performance task to assess students understanding of the natural resources in a region, how they contribute to that region, and how a region depends on them || || Math Geometry || Alexa Beardsworth || Geometry Checkup Objective #6 || Formative Assessment || || Math Multiplication || Alexa Beardsworth || Long and Short Multiplication Challenge || I gave students these sheets. They were to do 1 question at a time. When done a question they would come check their answer if they got it right the first time i circled it in green, if they got it the second time i circled it in yellow, and if they got it the third time they circled it in red. Green = 3 points Yellow = 2 points Red = 1 points They recieved different prizes depending on the # of points. They loved it and I could tell by the colours where they stand who needs help who got it right away and who is in the middle. || || Math || Shyla Smith || Exit Slip || I have been using this as a formative assessment piece at the end of any math lesson, but it could be used for any subject. I cut them up in little strips and it's an easy way to see if students got the concept or not. || || Science || Jocelyn Pennock || Culminating Power Point Project || This assessment can be used at the end of he Planet Earth unit to allow students to "show" rather than "tell" what they know. The students loved it and were excited to view fellow student projects. ||  || Writing || Shyla Smith || Student Writing Skills Checklist || A formative assessment that involves the student, another peer and the teacher for the same checklist. My students loved doing this and they were very honest with what skills they needed to focus on. || || (Board Game Assignment) || Students were to design a Board Game based on the outcomes of Chapter 4 (Fur Trade.) ||  || Oral formative assessment which leads to summative evaluation (can they do it or can't they). I test my students frequently on these outcomes, majority have mastered them (it takes some longer than others...) || || Lappala || Yowza chart || Rubric for students to evaluate themselves on social studies project - constructing a 'good' town using blocks and providing a colored legend to explain the map of the town. I modify this chart for writing assignments. || || Lappala || Weekly spelling games and evaluation || Each week I enter the spelling words for the week. Students are given the login and password for their school and class and can learn and evaluate themselves at home or at school. Parents can also see how their child is doing from home. || [|spellingcity.com] || (Example is for grade six Social) || Deidre McEachern || Concept mapping || One way I have used concept mapping as both a formative and summative assessment tool, at the beginning of the unit, is by having the students record the unit’s title on the centre of the page connected to each of the objectives they will be covering. After we completed each objective, they had to show their understanding of the content, by classifying it into a hierarchy and showing connections between the ideas. As they worked on each objective, I circulated the room and if students were having a great deal of difficulty coming up with relevant concepts and breaking them down to show the relationships, I would go back and review/ re-teach the content. At the end of the unit, I took the completed assignment in for a mark. Another way I have used concept mapping, is by briefly introducing a concept and then providing students with information on the key ideas. The students then took the important information from the passages and recorded them on sticky notes so they could sort and classify them. Then, they transferred their ideas onto a piece of poster paper and drew lines between them to show important connections. Attached is the assignment I gave to my grade six class that required them to create a concept map in this way. || ||
 * **[[file:Unit Project - Heat & Temp.docx]][[file:math performance assessment.docx]][[file:Projet de jeu.docx]]Grade Level ** [[file:rubric (La lettre des traditions de noël).docx]] || **Teacher **
 * All || Sharon Richter || Peer Feedback in Writing || This page can be used for any written piece. || [[file:Two Stars and a Wish.docx]] ||
 * All || Sharon Richter || Exit Slip || Formative assessment page to see what students have gained from lesson. || [[file:Exit Slip.doc]] ||
 * All || Sharon Richter || Group Work Self Assessment || This is a rubric for formative assessment and can be used for any subject. || [[file:Group Work Self Reflection.docx]] ||
 * French 5 || Virginia Marion || Reading Comprehension || Short story with pictures so that students will get an understanding of what they are reading. || [[image:file:///C:/DOCUME%7E1/Virginia/LOCALS%7E1/Temp/moz-screenshot.jpg]][[file:LES PETITS SOURIS page 1.doc]] ||
 * French 5 || Virginia Marion || Quiz || Formative assessment to see if students understood what they have read || [[file:Les petits souris quiz.doc]] ||
 * French 6 || Virginia Marion || Quelle heure est-il? || Summative evaluation on telling the time || [[file:Quelle heure est.docx]] ||
 * L.A. 7 || Carol
 * ||  ||   ||   || [[image:file:///C:/DOCUME%7E1/Virginia/LOCALS%7E1/Temp/moz-screenshot-1.jpg]] ||
 * Science 7 || Paige McClement || Visual of an Ecosystem || Assessment of students' pre-knowledge of ecosystems. I gave the students this and an 11x17 sheet of paper.
 * LA 7 || Paige McClement || Dust Jacket || Gave students the three main themes coming up in the novel, and had them create a Dust Jacket for a Novel idea based on ONE of the themes.
 * Grade 5
 * Grade 5
 * Grade 5
 * Grade 2/3
 * Grade 7
 * Grade 2/3
 * Kindergarten || Tanis Kitteringham || Early Literacy Checklist || An assessment that involves the student and the teacher. The discriptors are written in terms that a kindergarten student can understand and as we work through it, many examples and explanations are given. || [[file:Early Literacy checklist Oct.docx]] ||
 * Grade 7 Modified Math || Elysia Baier || Math in Nature || An assessment that involves the students exploring the connections between math and nature in a creative poster, with a guide of websites to lead their learning. Poster rubric is included. || [[file:Math in Nature.docx]] ||
 * Grade 9 ELA || Susan Provencal || Novel Study Exam || Novel study exam based on the novel "The Wild Children", formatted in a business letter style for the PAT. || [[file:The Wild Children Exam.docx]] ||
 * Grades 1-6 || Cori Rosin || Oral Reading Rubric || I use this rubric to assess the kids on their oral reading skills. It covers fluency, expression and attending to punctuation. It is part of our Reader's Workshop Program. || [[file:Oral Reading Rubric.docx]] ||
 * Social Studies 7 (French Immersion) || Melanie Janzen || Jeu de societe
 * Grade 1/2 || Siobhan NIelsen || Math / Checklists for Grade 1 and 2 || Grade 1 - Number - Specific Outcome #1 / Grade 2- Number - Specific Outcome #1
 * Grade 2/3 French Immersion || Adrianne Boyd || Writing a letter rubric || I used this rubric before Christmas as a part of a social studies/french writing assignment. Students had to write a letter explaining their holiday traditions. The rubric was explained to them before they started as well as they were shown examples of a great letter, a satisfactory letter and a "needs work" letter. We then went through some other examples as a class and marked them together with they rubric so they knew exactly what was expected. || [[file:rubric (La lettre des traditions de noël).docx]] ||
 * Language Arts 7 || Jackie Andersen || Novel Study Final Exam || A summative evaluation used to assess overall understanding of the themes and events in the novel __Peacekeepers__ by Dianne Linden. || [[file:Peacekeepers Final Exam (2).doc]] ||
 * Physical Education 10 || Jackie Andersen || Soccer Knowledge and Comprehension Quiz || A summative evaluation used to asess students' cognitive understanding of the skills, strategies and tactics used in the game of soccer. || [[file:Soccer quiz.docx]] ||
 * French 8 || Jackie Andersen || Etre, Avoir and ER Verb Assignment || A formative assessment of the students' understanding of the ER verb endings in the present tense, as well as Etre and Avoir in the present tense. || [[file:Etre, Avoir and ER VERB practice handout.doc]] ||
 * Grade 2,3 || Melanie
 * All || Melanie
 * Grade 7 Math || Chelsea Pederson || Math Test Statistics and Probability || I teach my math program where we do one strand a day in a week and this is our SP strand where I did a summative evaluation on their skills on the three outcomes in "I can' statements. || [[file:Math Quiz (Purple Binder SP 1-3).doc]] ||
 * Grade 6 L.A || Chelsey Christensen || Writing Folk Tales || Before the students wrote their own folk tales we read several and picked out the key elements they all had. This is the list we came up with. I then used this checklist to assess their writing of a folk tale. || [[file:Checklist.docx]] ||
 * Any grade or subject
 * ||  ||   ||   || [[file:Unit Project Teaching.docx]] ||
 * French Immersion 4/5 || Shonna Marko-Kwasny || Chapitre 3 Etudes Sociales (Chapter 3 Social Studies) Quiz || Formative assessment quiz to see what the students have retained from the previous assignment. || [[file:Quiz Chap. 3 ES.doc]] ||
 * Grade 1 || Kelly Gray || Writing Journal Assessment || Self assessment for journals || [[file:wikijournals.docx]] ||
 * Grade 7 Science || Lorraine Uloth || Unit project for Heat and Temperature || Students were required to create a review "thing-a-ma-bob" to help thier classmates review the concepts within the unit. They could create anything from a Jeopardy game to an adapted monopoly game to cue cards. They were to review all notes, handouts, past quizzes and the outcomes board and develop a method for their peer groups to review the unit. They were marked on how well thier "questions" covered the concepts within the unit. They then traded their review "thing-a-ma-bobs" with another group to review and prepare for the unit test. || [[file:Unit Project - Heat & Temp.docx]] ||
 * Grade 1 Math || Alisha Lindstrom || Math problems using addition facts. || Students were put into groups of 2. They were asked to create a story using illustrations that showed a number sentence. They were asked to put their number sentence on the back of their illustration. I gave them a hamburger rubric and we created one as a class for this project. Once they were done their illustrations, I took them and uploaded them to a website: [|www.voicethread.com]. After I uploaded them, I commented on each of the groups illustration. The next day, I pulled each group out to explain to me their number story and their number sentence. I used a webcam to make comments about their illustration. The students used the mic to record their explaination. Some students typed in their explaination, instead of talking into the mic. Once they were done their explainations, I commented on how well they did, how they could improve and gave them their mark. They got to view their creation on voicethread. || [[file:IMG.pdf]][[file:IMG_0001.pdf]] ||