The document provides guidance and examples for teachers on effective assessment practices. It discusses using summative assessments to set meaningful goals, showing assessment criteria and models in advance, assessing students' prior knowledge before teaching, offering students choices in assessments, providing frequent feedback during discussions, encouraging self-assessment and goal setting, allowing students to improve their scores, and considering assessment as a tool for driving motivated learning.

1. Kerrin Sacks-Davis, Mel Atkinson, Mel Roordink & Sarah Hoskin

3. Practice 1: Use summative assessments to frame meaningful performance goals.

5. Practice 2: Show criteria and models in advance.

7. Practice 3: Assess before teaching.

9. Practice 4: Offer appropriate choices.

10. You are teaching an integrated unit which addresses the question “blood is thicker than water”. Students are engaged in a philosophical discussion about the definition of family. You are assessing the students’ ability to articulate their thoughts respond to other ideas and back up their stance. When should you provide feedback? A. At every possible opportunity B. After class each student will receive written comments on their contribution. C. Only when students make obvious errors or aren’t using cooperative practices. D. Only when someone does something exceptional.

11. Practice 5: Provide feedback early and often.

12. As part of your summative assessment at the end of a unit your students are each writing a report. When students hand in their reports they should: A. Hand in their reports and wait for you, the teacher, to grade it to receive a mark B. Hand in their reports and use the same assessment rubric to assess their own work C. Hand in their reports and write comments about how they felt they went in writing their report

13. Practice 6: Encourage self-assessment and goal setting.

14. You are teaching a unit on fractions. For a piece of summative assessment you give students a test with a mixture of open ended and closed questions. Many students don’t perform well so you provide an opportunity for a second chance test. What do you do with the two marks? A. Average them out B. Only count the second mark C. Write both marks on the report. D. Remove ten percent from the second mark E. Only count the second mark but write that it was the second chance on the report.

15. Practice 7: Allow new evidence of achievement to replace old evidence.

17. When considering assessment, remember the C lear A chievable R elevant for driving motivated learning