Assessing Our Reassessment

Dave Martin – Teacher, École secondaire Notre Dame High School
Red Deer Catholic Regional Schools

Why do we talk about differentiated instruction and personalizing learning, but still focus on common assessment? Dave will talk about his process of successfully removing grades from his high school classes and transforming his assessments from “Generating Data” to “Creating Conversations” moving towards an intrinsically motivated classroom. If students are taught differently, and ultimately learn differently, shouldn’t we assess them as individuals.


This animation highlights the intent of formative and summative assessments, and outlines the components of Formative Assessment. Practical classroom strategies for providing feedback to students to support mastery of student outcomes are also included. (3min 22sec).

Assessment: By Outcome, By Student

Mike Garrow and Alexandra Lambert
MFWHSR Collaborative Day, October 5, 2017

This session describes a High School’s journey in undergoing a paradigm shift from traditional assessment to successfully implementing a collaborative and outcome-based practice. Participants will leave the session with examples and ideas on how to implement an outcome-based program and school-wide systematic approaches that support high levels of learning for all students.

Assessment: By Outcome, By Student (Webinar Series, May 9th, 2017)

Mike Garrow and Alexandra Lambert

This session describes a high school’s journey in undergoing a paradigm shift from traditional assessment to successfully implementing a collaborative and outcome-based practice.

Assessment in High School Redesign

Bill Bartlett, Rod Scott & Colleagues

Assessment is the Foundation for Redesign

Aaron Stout and Jen Scott
MFWHSR Collaborative Day, October 1, 2015

A year-long course which combines science 10, math 10, and chemistry 20.

Classroom Assessment & High School Redesign

Dale Skoreyko

Formative Assessment

Jacqui Connelly, Kristal Derbyshire, Lori Gale, Peter Rowe
Robert Thirsk High School
Calgary, AB
Grades 10-12, 1400 Students, Phase 2

Learn how one school has shifted their school-wide assessment practices to support student learning.

No percentage marks from Red Deer math teacher

by Andrea Sands, Edmonton Journal

Ongoing Feedback

Ongoing Feedback can take a variety of forms: In peer feedback, a student is given feedback by other students, on his/her ideas and how he/she has written them. The students providing the feedback offer other perspectives to the student. The experience of hearing feedback from peers can be a powerful one.

Quizzes, Test, Midterm, Final… There Must Be a Better Way

Dean Kokonas
MFWHSR Collaborative Day, October 5, 2017

Have you ever read the “front matter” of your program of studies? Did you know that the first 12 pages of the Alberta Program of Studies for Mathematics 10-12 (2008) contain the keys to changing your assessment practice forever? For too long, high school assessment has been locked into a cycle of quizzes, unit exams, midterms, and finals, with an occasional assignment thrown in. This resources will introduce you to an alternative assessment strategy that is responsive to the multiple ways of knowing mathematics without destroying the rigor that Alberta high school math teachers are proud of.

Reassessing Our Assessments

Dave Martin
MFWHSR Collaborative Day, October 6, 2016

Redesigning Assessment Reporting: Aligning Practices to Better Meet Student Needs

Patrick McLean & Spencer Pinnock

Redesigning School to Graduate Capable, Confident Learners

Katrina Schwartz

What Assessment Can and Can Not Do

Dylan Wiliam

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