AssessmentThe following were guidelines I used in PSIII for my high school students.
You are not your grades: Teachers use percentage-based numbers to communicate a summarized evaluation of your achievements to date in very specific knowledge and skill areas. I do my very best to ensure that these numbers are both fair and accurate in representing this very specific part of what you can do. I use standards set by the government to measure these abilities. But remember that there are TONS of things about you that aren't graded but that still matter a great deal, like what a great friend you are, how you care about people and the environment, your sense of humour, your quirks, etc. Our relationship is not your grades: Your grades will NEVER indicate my feelings toward you because their purpose is to talk about your achievement on a particular assignment in relation to a set standard (a rubric or answer key). I don't hold grudges and I don't take things personally. Low grades do not mean I "hate you"; they mean that we need to come up with a plan of how you can learn better and improve. Similarly, being super-nice to me will not improve your grades (though it will probably make both of our experiences in class a lot happier!). Why I have deadlines: There are five main reasons for deadlines: 1) To help you manage your workload and keep up with the pace of learning in class; 2) To help me manage my workload when it comes to providing you with timely and accurate feedback; 3) To determine what you’re capable of doing in a timed setting; 4) To help me make sure that any grades and comments that need to be on report cards (which are communication tools between me, you, your family, and administrators) are ready for the deadlines that administrators set; and 5) To manage resources, venues and time (e.g., in large testing situations or for class presentations). Numbers 1 and 2 are set, but more flexible. Numbers 3, 4, and 5 are set and firm for a reason, and adjusting deadlines is much more difficult. Late Work: In "real life," sometimes deadlines are fixed, but often they're flexible (especially as it applies to 1 above). Wherever possible, talk with me beforehand if you anticipate not being able to make a deadline--especially if you are having trouble understanding or completing it. Assignments not completed or submitted show up as INC but affect your mark like zeroes in the marking system. I will take and mark late assignments any time EXCEPT for the day before before report cards (for reasons 2 and 4 above). Redoing Work: In "real life", we often get the chance for do-overs. If you want to revise and resubmit work, or redo an exam or presentation, please talk with me first. It’s at my discretion whether or not to allow it, and I have the right to change the format, but I encourage you always to learn and improve your knowledge and skills. Please submit the revised work along with comments regarding what you changed and why, the original, and the rubric with feedback. |
ResourcesThese are my go-to sources of information for assessment (besides the Program of Studies teaching resource documents).
Alberta Assessment Consortium While still in relative infancy, I've found the materials on this site very helpful in adhering to best practices in assessment. Classroom Assessment for Student Learning: Doing It Right - Using It Well (Chappuis et al.) This was a textbook we used for my courses in assessment. I love it and keep returning to it. |