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Classroom-Based Assessment in Saskatchewan

Meaningful assessment. Practical tools. Built for Saskatchewan teachers.

Tag: Secondary

Backward Design Model and Student Involvement

Giving Hints as Feedback

Do Not Need to Assess All Indicators and Think of Big Picture

Conversations and Diverse Products in Math

Differentiating in the Writer’s Classroom

Looking at the Lifespan Through Interviews

Know Your Outcomes and Levels of Achievement for Effective Formative Assessment

Assessment is Just a Snapshot of a Moment in Time

Continual, Clear and Transparent Reporting is Key for Communicating with Stakeholders

Should Self and Peer Assessment Be Part of the Grade?

You Don’t Have to Record Everything

Questioning Strategies and the Thinking Classroom

Use Your Professional Judgement

Taking Interns Gives A New Perspective

The Grade Should Reflect their Best Attempt

Peer Assessment in Group Projects

Connections with Students

Professional Judgement with Most Recent and Most Consistent Grade

Be Timely and Transparent in Reporting Grades

Students Shouldn’t Be Surpised by What is Reported