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How is the use of formative assessment making a difference for students?

• We started aligning ourselves with the Ministry scaleÌýthis year…was using it flipped in previous years.ÌýStudents find this more clear and lessÌýconfusing.​

• Students are actively asking for criteria before start ofÌýassignments. They value and appreciate knowing whereÌýtheir learning is leading to. Also demonstratesÌýmotivation and students taking ownership of theirÌýlearning​

• Students are growing in their understanding of whereÌýthey are in their learning. Where they identifyÌýthemselves on the proficiency scale is usually a match toÌýwhere they are based on teacherÌýfeedback

What are our next steps?

• Continue using District guidelines when it comes toÌýproficiency scale/percentages.ÌýIt’sÌýbeen a year ofÌýadjustment for teachers rethinking ourÌýscale.Ìý​

• Try to get students more involved in identifying criteriaÌýand co-constructing it withÌýthem​

• Simplifying learning maps soÌýthey areÌýmore studentÌýfriendly (eg.ÌýLanguage used)​

• Using the maps more actively throughout the yearÌýrather than only during reportingÌýperiod

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