IB - Assessment
Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction.
OVERVIEW:
I always design each course I teach with a variety of both formal and informal assessments. Varied formal assessments are built into the course's grading and weighting policy, to protect students from falling too low in GPA due to a performance weakness in one type of assessment. In other words, I structure each course so that the grading weight is more evenly distributed among varied assessments that appeal to multiple intelligences and strengths. I also make it a practice and habit to continuously assess students informally during each instructional period; methods include frequent comprehension check questions, active discussions, and a honed awareness of student body language, focus, and engagement.
I always design each course I teach with a variety of both formal and informal assessments. Varied formal assessments are built into the course's grading and weighting policy, to protect students from falling too low in GPA due to a performance weakness in one type of assessment. In other words, I structure each course so that the grading weight is more evenly distributed among varied assessments that appeal to multiple intelligences and strengths. I also make it a practice and habit to continuously assess students informally during each instructional period; methods include frequent comprehension check questions, active discussions, and a honed awareness of student body language, focus, and engagement.
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EVIDENCE:
Formal Assessment - to the left is a magnified detail section of a page from my course syllabus for ENG II - Advanced College Prep. To see the full course syllabus for the class, click the file link below. 
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EVIDENCE:
Non-Traditional (Alternative) Assessments- to the right is a Poetry Project completed by my Gr.10 students this year. This kind of project engages students on the highest possible levels of Bloom's Taxonomy. They must discover knowledge for themselves in the form of research, apply learned poetic analysis skills to a new poem of their choosing, and teach that poem to the class in a structured, rigorous context. The project was successful: students "owned" their own knowledge and expertise. Below is a sample of student work from this project. 
[**MODELING NOTE: I modeled this project to colleagues at AIC in a Curriculum course, to my co-teacher Elizabeth Clement, and to the NEASC visiting committee as shared evidence for Standard 2.5.]
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NOTE on Standard I-B-2: Adjustments to Practice
See Standard IV-A: Reflection
See Standard IV-A: Reflection
