Empowering Feedback for Progress in Achievement

Name of School:

George McDougall

Our school is considered:


In five words or less, describe your prototype

Empowering students in their assessment

Insert an image that showcases your prototype.

How might we?:

How might we empower our students to engage in assessment?

Describe the prototype(s) your school will focus on. Get creative. Be sure to describe the various approaches staff will take, what you will keep your eye on and how staff plan to document their results.

We will be focusing on the inclusion of students in their assessment: self-assessment, reflection during the entire learning process, contracts, student friendly and co-created rubrics, student and teacher conferences. We will also be exploring Indigenous ways of assessment of knowledge to support inclusive and meaningful practices. Formative assessment will be continued to be refined, while we are working on consistency on assessment policies and practices within learning areas. Summative assessment will also be enhanced to provide more opportunity for feedback on how to improve. We will be watching for student growth in metacognition, with increased understanding of assessment standards. We will be scanning for increased student engagement and performance, with their valuing formative assessment for growth. Our documentation will includes linking back to contracts and reflections on progress, PowerSchool data collection, more effective and supportive rubrics, and teachers capturing their own growth in all aspects of formative and summative assessment. We will also keep concentrating on the practice of collaborative norms to make our work with students and families at its optimal level.
Staff are valuing the opportunity to leverage assessment as an important tool to enhance achievement. Students value that they will be more involved in their assessment so that they develop a comprehension of how to improve. Families particularly value that there will be more one on one conferences with teachers and students so that support is more individualized. The prototype aligns with LEARN in that we are leveraging student capabilities through more self-direction in assessment, as well as the providing more structured opportunity for reflection on learning through meaningful assessment to inform growth. All participants would like more time to take a deeper dive into what is happening in assessment and support more innovation. We will be further investigating how to create baselines that will inform growth. The next steps will be to finalize how those baselines will look and what data will be garnered. The assessment focus has been for a couple of years so the plan is to keep refining practice and now, accessing students to take ownership and create advocacy for their achievement.