D2L Minds Online
Assessment Component Main Page
1.1 Assessment Planning
1.2 Assessment for Learning
1.3 Learning Goals and Success Criteria
1.4 Descriptive Feedback
1.5 Assessment as Learning
1.6 Assessment of Learning
Leadership Component Main Page
2.1 Instructional Leadership
2.2 Professional Practice
2.3 Flexible Structures
2.4 Professional Inquiry
2.5 Student Well-being
Student Engagement Component Main Page
Student Engagement Criteria
3.1 Inclusive Environment
3.2 Partners in School Improvement
3.3 Student Voice
Curriculum Component Main Page
4.1 Culture of High Expectations
4.2 Literacy and Numeracy
4.3 Teaching and Learning in the 21st Century
4.4 Student Inquiry
4.5 Differentiated Instruction
4.6 Relevant Resources
4.7 Tiered Interventions
Pathways Component Main Page
5.1 Education and Career Planning
5.2 Experiential Learning
5.3 Varied Programs and Pathways
5.4 Extended Opportunities
Partnerships Component Main Page
6.1 School Councils
6.2 Valued Partners
6.3 Community Partnerships
6.4 Parental Support
Indicator 1.4 - Descriptive Feedback
During learning, timely, ongoing, descriptive feedback about student progress is provided, based on student actions and co-constructed success criteria.
At the school:
A culture of learning is promoted in schools and classrooms whereby errors are seen as opportunities for learning and improvement.
Ongoing, descriptive feedback is collaboratively analyzed to provide information about student learning and to identify next steps.
Student assessment and evaluation practices are collaboratively reviewed in order to identify and address any potential systemic bias.
Processes and practices are in place to recognize and celebrate student progress.
In the classroom:
Learning goals and success criteria are used consistently to scaffold student learning, provide descriptive feedback and set high expectations for students.
Timely, explicit and constructive feedback related to the success criteria is descriptive rather than evaluative and extends thinking.
Student learning and progress is clarified throughout the learning process (e.g., through interviews, conferences and learning conversations with small groups, pairs and/or individual students).
Students have multiple and varied opportunities to revise and refine their demonstrations of learning.
Opportunities for students to provide quality feedback to classmates, educators and themselves are planned and occur.
Use descriptive feedback, based on the success criteria, to revise and refine their demonstrations of learning and set individual learning goals.
Provide accurate, constructive and descriptive feedback to themselves, their classmates, and educators in relation to the predetermined success criteria.
© 2012 - Limestone District School Board