Assessment Capacity

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This video collection, funded by Alberta Education, features Alberta teachers and students engaged in classroom assessment experiences. The videos represent various Dimensions of Sound Classroom Assessment Practice, organized around the three sections of the AAC Key Visual.
Dimensions of Sound Classroom Assessment Practice (download English pdf)
Dimensions de bonnes pratiques d’évaluation en classe (download French pdf)

Planning with the End in Mind

A teacher who is an effective assessor plans with the end in mind. Student learning outcomes and cross-curricular competencies are intentionally integrated into the teaching/learning/assessment process.

Dimension #1: Clarifying the Learning Destination


Clarifying Standards through Professional Collaboration

A teacher at McNally High School in Edmonton discusses the essential role of collaboration in developing a common understanding of standards.

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Setting Clear Targets for Students

A teacher at Notre Dame High School in Calgary uses exemplars to help students understand the expectations of an assessment task.

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Developing Common Understanding Through Collaborative Marking

Teachers at Notre Dame High School in Calgary engage in collaborative marking to ensure they have a common understanding of quality.

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Dimension #2: Planning for Assessment and Instruction


Meaningful Assessment within a Group Context

Careful planning assists teachers in gathering meaningful assessment information about individual students though group tasks and projects.

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Assessing What Really Matters

By identifying key learning goals and building quality rubrics to assess them, teachers can help students focus on the learning that really matters.

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Planning for Day-to-day Assessment

Planning for assessment is part of day-to-day instruction for a teacher at St. Elizabeth Seton School in Calgary.

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Observations and Conversations: Effective Assessment Practices

A teacher at St. Elizabeth Seton School in Calgary uses observations and conversations to find out what her students know and can do.

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Dimension #3: Considering the Needs of the Learners

planning-for-student diversity

Planning for Student Diversity

When planning for instruction, a Division II teacher from Weinlos Elementary School in Edmonton considers support for diverse learning needs.

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Multiple Opportunities to Demonstrate Learning: Supporting Diverse Learners

A teacher at Jasper Elementary School uses portfolios as a planning tool to support the growth of the diverse learners in his classroom.

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Providing a Risk-Free Environment for Diverse Learners

A teacher at Notre Dame High School in Calgary finds that individual student response whiteboards provide a risk-free environment for students to demonstrate their learning.
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Multi-Dimensions within the Planning Process


Essential Components of the Planning Process

A teacher at McNally High School in Edmonton discusses the many facets of the instructional/assessment planning process.

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Coaching: Assessment for Learning

A teacher who is an effective assessor understands the purpose for assessment and balances formative and summative assessment experiences. Formative assessment is characterized by an abundance of specific, descriptive, just-in-time feedback that allows the teacher to personalize the learning experience.

Dimension #4


Engaging Students in their Learning

Teachers at Holy Spirit School in Sherwood Park share how the use of mini white boards provides opportunities for students to be deeply engaged in the assessment process.

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Dimension #5


Just-in-time Feedback

Teachers at Monsignor Fee Otterson School highlight the benefits of providing students with just-in-time oral feedback.

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The Impact of Teacher Feedback

A teacher at St. Jean Brebeuf School in Calgary structures her classes so that she has many opportunities to provide feedback to her students.

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Helping Students become Resources for One Another

Grade 6 students and their teachers from Medicine Hat Public Schools are experiencing the benefits of peer feedback.

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Establishing the Conditions for Effective Peer Feedback

Teachers from Percy Baxter Middle School found that peer coaching can only be effective when a supportive environment is established and students are able to develop the appropriate skills.

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The Impact of Peer Feedback

A teacher at St. Jean Brebeuf School in Calgary utilizes peer feedback to impact student learning.

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The Power of Student Collaboration

A teacher at St. Elizabeth Seton School in Calgary structures her class so her students have many opportunities to work collaboratively.

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Dimension #6


Developing the Skill of Self-reflection

A teacher at Monsignor Fee Otterson School helps students develop the skill of self-reflection.

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The Value of Student Self-reflection

A teacher at St. Elizabeth Seton School in Calgary uses 'paper tweets' to help her students reflect on their learning.

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Dimension #7


Feedback to Inform Practice

A secondary teacher at Hilltop High School in Whitecourt describes how she organizes her classroom in order to obtain feedback that informs her practice.

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Judging & Reporting: Assessment of Learning

A teacher who is an effective assessor is able to use sound professional judgment when interpreting results of summative assessment.

Dimensions #8 and #9


Supporting Student Success

A teacher at McNally High School in Edmonton describes a number of summative assessment practices he uses that reflect his commitment to fair and equitable assessment of student performance.

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Dimension #10


Communicating about Student Learning

A teacher at Kinuso School involves students in their learning, thus facilitating meaningful communication with parents.

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