Embedded Files
Diagnostic Assessment
Diagnostic Assessment
Diagnostic assessment usually takes place at the start of a school year, term, semester, or teaching unit. It is a key tool used by teachers in planning instruction and setting appropriate learning goals” (p. 146). Diagnostic assessment provides information that is “used by teachers and students to determine what students already know and can do with respect to the knowledge and skills identified in the overall and specific expectations” ( p. 31). PPM 155
Diagnostic assessment usually takes place at the start of a school year, term, semester, or teaching unit. It is a key tool used by teachers in planning instruction and setting appropriate learning goals” (p. 146). Diagnostic assessment provides information that is “used by teachers and students to determine what students already know and can do with respect to the knowledge and skills identified in the overall and specific expectations” ( p. 31). PPM 155
SCCDSB 2019 Fall Number Sense and Numeration Diagnostics Grades 1-8
SCCDSB 2019 Fall Number Sense and Numeration Diagnostics Grades 1-8
Grade 1 Fall Moderation TaskGrade 1
Grade 2 Fall Moderation TaskGrade 2
Grade 3 Fall Moderation Task 2018Grade 3
Grade 4 Fall Moderation TaskGrade 4
Grade 5 Fall Moderation TaskGrade 5
Grade 6 Fall Moderated Task 2018Grade 6
Grade 7 Fall Moderated Task 2018Grade 7
Grade 8 Fall Moderated Task Grade 8
SCCDSB 2020 Spring Number Sense and Numeration Diagnostic Grades 1-8
SCCDSB 2020 Spring Number Sense and Numeration Diagnostic Grades 1-8
Copy of Grade 1 Spring Moderation TaskGrade 1
Copy of Grade 2 Spring Moderation TaskGrade 2
Copy of Grade 3 Spring Moderation TaskGrade 3
Copy of Grade 4 Spring Moderation TaskGrade 4
Copy of Grade 5 Spring Moderation TaskGrade 5
Copy of Grade 6 Spring Moderated TaskGrade 6
Copy of Grade 7 Spring Moderated Task Grade 7
Grade 8 Spring Moderated Task Grade 8
The spreadsheet is coded to fill with colours. There are two sections. The columns on the left side of the black bar are for the Fall results. Those on the right are for the Spring results. If needed, please change the column headers to coincide with the assessment for your grade. The link above will automatically make a copy for you.
The spreadsheet is coded to fill with colours. There are two sections. The columns on the left side of the black bar are for the Fall results. Those on the right are for the Spring results. If needed, please change the column headers to coincide with the assessment for your grade. The link above will automatically make a copy for you.
- If a child has little understanding of the concept please enter the number 1. The box will fill red.
- If a child has little understanding of the concept please enter the number 1. The box will fill red.
- If the child has some understanding please enter 2. The box will fill yellow.
- If the child has some understanding please enter 2. The box will fill yellow.
- If the child has a good understanding please enter 3. The box will fill green.
- If the child has a good understanding please enter 3. The box will fill green.
Use the colours to assist in targeting instruction.
Use the colours to assist in targeting instruction.
These templates are helpful in creating small groups targeting specific math skills, concepts or processes identified as a need through observations, conversations or diagnostics. Student names may be listed as a group that share a common need within each of the coloured sections or alternatively a learning goal may be indicated and the coding spreadsheet can be used to identify the students within that area.
Responding to our November 2019 Diagnostics
Responding to our November 2019 Diagnostics
A document has been created as a response to our November 2019 Diagnostics. This document outlines number sense needs, math processes directly linked to the needs, and next steps and instructional strategies to address each need.
A document has been created as a response to our November 2019 Diagnostics. This document outlines number sense needs, math processes directly linked to the needs, and next steps and instructional strategies to address each need.
Assessment for Learning K-12
Assessment for Learning K-12
ASSESSMENT FOR LEARNING AND AS LEARNING
ASSESSMENT FOR LEARNING AND AS LEARNING
Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.
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