Assessment for Learning Sample Clauses

Assessment for Learning formative assessment serves the purpose of tracking and promoting learning throughout the learning process in relation to the established learning outcomes. Assessment for learning offers the greatest promise of helping all students to succeed. Educators must be assessment literate, understanding the principles of sound classroom assessment practice. It is important to offer in-service and professional development opportunities for principals, teachers, educational principals, teachers, educational assistants, Aboriginal education workers, Student Support Services (release, supplementary service, online). 2. Data-driven Evidence for Learning: offers evidence for the ongoing cycle of instructional improvement as it provides the use of data to inform instruction. The use of student profiles and formative assessment to provide evidence of learning. Improve staff understanding, knowledge, skills related to utilization of data/evidence including: 1. Using data to modify teaching and learning practice. 2. Using data to answer questions about student achievement/learning. 3. Teacher collaboration. 4. Fostering a culture of data-based decision-making. 5. Data system utilization (AMS – assessment management system). Continue to allow more schools to implement the Assessment Management System. (Streaming schools into the AMS involves release time for training. At this time, we are opening spots as training completes with some schools). Develop an understanding of profiles of students and put a student intervention plan into place for those who are not meeting learning outcomes 22

Assessment for Learning. Professional development resources and opportunities have been provided for schools and staff. The BCELC Assessment for Learning webcast series has been organized on our School District website in an easily accessed format. This video resource has been well utilized by both in-district and out-of-district staff. There is strong evidence that student achievement is significantly enhanced through descriptive feedback between students and teachers. This process requires significant changes in classroom practice. Current research indicates students who are engaged in their own learning not only have greater academic achievement; they also have greater self-esteem and sense of belonging (Xxxxx and Xxxxxxx, 1998).