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  • Home
    • Communicating Student Learning >
      • Understanding CSL
      • District Requirements
      • Core Competencies (CSL)
      • Learning Updates
      • MyEdBC Reports
      • Fall/Spring Conferences
      • Strength-Based Comments
      • Student Engagement
      • Inclusive Reporting
    • Digital Transformation >
      • Digital Citizenship & Safety
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        • myBlueprint Education Planner
      • Software and Digital Tools
      • Digital Portfolios >
        • Seesaw
        • Spaces
      • Support
      • School Tech Plan
      • Remote Teaching Toolkit
    • Everything Curriculum >
      • Assessment
      • Core Competencies
      • Inquiry-Based Learning
      • Design Thinking
      • Backward Design
      • Library Learning Commons
    • Primary
    • Middle Years
    • Graduation Years >
      • Assessment (Grad Years)
    • Anti-Racism and Diversity
  • Our Team
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YOUR CART

Formative & Summative Assessment

Assessment

The essential purpose of assessment is to explore the extent to which students have developed competencies, not the facility with which they perform specific tasks. When the focus is on competence, the assessment question is, “To what extent can students demonstrate this competency?” When assessment is competency-driven, the task is the vehicle for demonstrating one or more competencies. Different students may demonstrate the same competency through many different tasks. They are able to choose.
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​Formative Assessment

 The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by us to improve our teaching and by students to improve their learning. It is flexible, ongoing and more of an informal diagnostic tool. More specifically, formative assessments:
  • help students identify their strengths and weaknesses and target areas that need work
  • help us recognize where students are struggling and address problems immediately
  • focuses on individual success
  • opens communication and focuses on GROWTH not grades
Formative assessments are generally low stakes, which means that they have low or no point value.  We put stock in our conversation and observation as we offer verbal or written feedback during the PROCESS.  Formative assessment is the bulk of our assessment.

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  Summative Assessment

Summative assessment is more  of a formal, generally quantitative mode to measure (evaluate) the level of success or proficiency obtained at a specific time and is compared against some standard or benchmark.  They are structured and often used to normalize performance so they can be measured and compared.   Summative assessments are generally high stakes that evaluates the end result or a PRODUCT and produces a grade.  This type of assessment is designed to evaluate students at the end of your course or unit to showcase their learning. 
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 Competency Focused Assessment Tools

We have collated a series of grade and course specific specific assessment tools.  Please download the documents to adapt and use them.
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Assessment and Growth​

Our focus for assessment has changed to  a concentration more on growth and progress.  We have generated some resources for you to explore and use to help with this new assessment paradigm.
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 Informative Videos, Articles & Resources

Here are a series of informational videos to view about various assessment topics. ​
Formative and Summative Assessment
  • Formative and Summative Assessment - Rick Wormeli
  • Formative and Summative Assessment - Centre for Teaching Learning and Assessment
  • Unpacking Formative Assessment - Dylan WIlliams
  • Five Keys to Comprehensive Assessment

  • Mastery vs Percentages and Proficiencies
  • Standards Based Learning - School of Walk
  • ​Standards Based Learning - Rick Wormeli
  • Standards Based Learning - Des Moines
  • Grade Symbols Don't Matter Don't Hide Behind the Math - Rick Wormeli
  • ​Defining Mastery - Rick Wormeli
  • Gradebooks - Rick Wormeli
  • Redos, Retakes and Do-Overs - Rick Wormeli​
  • Learning Intentions and Success Criteria - Hattie
​
Articles
​Rick Wormeli Articles and Mulitmedia -rickwormeli.com
​Success Criteria
​Triangulation of Assessment

Student Ownership and Engagement
Empowering Students to Own the Assessment Process
The Shift From Engaging Student to Empowering
7 Things that Happen When Students Own Learning
Schlecty's Level of Engagement

Authentic Assessment
Keeping Assessment Relevant and Authentic (Math)
Real Time Assessment: Providing a Window into Student Learning
3 Ways to Assess Math Understanding more Deeply 
​​Traditional vs Authentic Assessment


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​Learning together on the ancestral, unceded territory of the Syilx Nation.