@AACinfo

AAC, a recognized education partner in Alberta. An independent voice, with informed responses to assessment topics that impact student learning.

 Edmonton, Alberta, Canada
aac.ab.ca
Joined August 2010
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1.4KMedia
To learn more about AAC, visit: aac.ab.ca/?utm_source=twitte…
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To learn more about formative assessment, visit: aac.ab.ca/professional-learn…
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To learn more about our video library, visit: aac.ab.ca/professional-learn…
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For more information about formative assessment, visit: aac.ab.ca/?utm_source=twitte…
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For more information visit: aac.ab.ca/professional-learn…
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Teachers spend hours preparing them but are families actually reading them? There are so many ways to make learning visible throughout the year; student work, portfolios, conversations, conferences, reflections and feedback.
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A report card can serve a purpose: communicating a professional judgment about achievement at a particular point in time. But it shouldn't be the primary way we tell the story of learning.
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What if instead of asking, “How can we make report cards better?” we asked: “How can we make student learning visible all year long?”
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AAC authentic assessment: aac.ab.ca/formative/the-myth…
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To learn more about assessment experiences visit: aac.ab.ca/professional-learn…
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To learn more about performance assessments, visit: aac.ab.ca/performance-assess…
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My favorite restaurant has great food but terrible service. I keep going back because I love the food. The service dampens the experience, but the food makes up for it. The same thing happens with our students.
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Students can demonstrate strong learning while struggling with organization, punctuality, or completing work. Both matter. But they aren't the same thing. Grades should communicate learning, not behaviour.
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A system that relies on zeros to motivate students isn't creating motivation. It's measuring who the system is working for....and who continues to be left behind.
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For more information about rural access weeks, visit: aac.ab.ca/professional-learn…
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1. It doesn't have to be a worksheet observations and conversations are powerful assessment tools especially in the age of AI.
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2. You don't have to assess all your students on the same day - If you're making a judgment about what a student knows and can do, you can gather that evidence when the student is ready to demonstrate it.
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3. You don't have to mark everything -The goal isn't to collect as much evidence as possible. It's to gather enough quality evidence to confidently determine where the student is in relation to the learning.
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For more information about performance assessments visit: aac.ab.ca/performance-assess…
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For more information about our professional learning resources visit: aac.ab.ca/professional-learn…
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