
MAC Reads 2022-23!
Monday, March 6, 2023Join us for MAC Reads 2022-23! Advance your understanding of assessment so all teachers in your school can accurately measure learning, practice effective formative assessment…
Effective grading can support students to become independent, self-directed learners and get the full benefits of high-quality teaching and assessment. Grades can provide important information for students, parents, teachers, and others; but to be useful, grades must be meaningful, accurate, consistent, and supportive of learning. As schools move away from traditional grading practices toward more effective practices, a number of “hot button” issues cause difficulties and sometimes derail implementation. Concurrently, a growing body of research shows the positive effects of rich, descriptive feedback to support learners and the positive ways the brain responds to information about progress. Ken O’Connor, international expert on the topic of effective standards-based grading and reporting, will address the positive challenges and current tensions associated with grading and reporting and the impact to students and their teachers. Arthur Chiaravalli, a leading practitioner voice for the benefit of fewer summative marks and more descriptive feedback to students, will augment this session with a practitioner’s perspective.
This session will address these questions:
Join us for MAC Reads 2022-23! Advance your understanding of assessment so all teachers in your school can accurately measure learning, practice effective formative assessment…
When implemented effectively, the formative assessment process has the potential to double the rate of student learning (e.g., Wiliam, 2007). While there is increasing agreement…
We’ll bring our 2022-23 learning together in this networking and resource sharing session designed to help us review our ALN learning and plan to put…
Join us for the third annual Building a Better Assessment Future where we will dare to dream about an assessment system that supports all learners…