AAC Communique is also on-line in the Newsletter Archive at www.aac.ab.ca/news.html

Pam Radchenko
Teacher of junior and senior high students
Wetaskiwin Regional Division No. 11

Taking the path of least resistance is what makes rivers crooked. Having a clear, precise goal is like eliminating the curves and banks in the river. Stand for something or you'll fall for anything. Anon

AAC and Assessment Outside the Box
When the University of Alberta through the Faculty of Education became a member of AAC in the fall of 2003, executive director, Robert Hogg, received a telephone call from a seemingly unexpected source- Dr. Sarah Forgie, Associate Director Infection Control, Faculty of Medicine and Dentistry, Stollery Children's Hospital, acknowledging membership and enquiring "What exactly is AAC and what do you do anyway?" Robert explained its mission and focus on developing authentic performance assessments and rubrics. Sarah became interested as she wanted to create an authentic assessment for a new module (Building the Fortress) she was developing for health care providers at the Stollery. The module responds to the need to ensure that health care providers consistently implement precautions to control the spread of infectious diseases. Would AAC be interested in working with her in completing this important development through a grant provided by the hospital? Robert said he would be interested in cooperating with her in this exciting venture... a first of its kind for the consortium. The project fit closely with one of our vision statements, "Assessment practices at elementary, junior high, senior high and post secondary institutions are closely aligned".

Robert and I met with Sarah and implemented the design process that is featured in the latest AAC resource, A Framework for Student Assessment (2005). The collaborative initiative identified seven learner outcomes for the module, criteria that the outcomes had been achieved, and an authentic performance task and rubric.

The assessment and evaluation principles and practices, typically applied in K-12 education context, have application in other situations where learning occurs. The project with Dr. Forgie and the Stollery Children's Hospital verified this and has the potential to enhance the quality and effectiveness of the module. Successful implementation of this module will enable health care providers to perform assigned responsibilities for controlling infectious diseases with increased proficiency. Sarah indicated that she was so excited about the final product she could hardly wait to use it this fall with residents, nurses, nursing assistants and housekeeping staff.

Involvement in the project will assist the AAC to inform our own practices with educators throughout the province.

Dale Armstrong
Field Services Coordinator

AAC Professional Resources

AAC has recently published A Framework for Student Assessment- Second Edition 2005. It has been very well received. This resource helps lay a foundation for a balanced student assessment program in the classroom. Here is a testimonial from an internationally-renowned authority in assessment:

"I want to thank you for sending me a copy of the recent AAC publication, A Framework for Student Assessment. It provides a clear and practical guide to various purposes and forms of assessment -- a very helpful resource."

Jay McTighe, co-author of Understanding by Design (1998)

Fall Conference 2005

The Alberta Assessment Consortium is preparing for the 11th Annual Fall Conference at TELUS Convention Centre in Calgary, Alberta - November 4 and 5, 2005. Our conference theme this year is ASSESSMENT: Walking the Talk.

This year's internationally-renowned keynote speakers are Dylan Wiliam and James Popham.

The AAC 2005 Fall Conference program has practical in-depth workshops and breakout sessions.

Program Guide brochures and posters highlighting the Fall Conference and the Pre-conference Leadership Day (November 3) will be sent to schools through jurisdiction representatives by June and again in September. Also, watch for advertisements in The ATA News.

To register use the conference Program Guide (brochure) or go to the AAC web site for on-line registration. Register for both events early to avoid disappointment!

What we want to see is the child in pursuit of knowledge, and not knowledge in pursuit of the child. George Bernard Shaw (1856 - 1950) Irish writer

AAC Assessment Specialists are Making a Difference!

AAC assessment specialists are making a difference in member jurisdictions. We know this because the assessment specialists have wonderful stories to tell about how they are:

• looking deeper into the Alberta Program of Studies to plan what students will learn
• finding that more instructional time is available to them when the learner outcomes become their instructional focus
• helping students clarify learning targets and envision what success will look like for them
• collecting evidence of student learning in a wide variety of ways
• offering students choice in how they show what they know and can do
• choosing learning activities based on what they want students to learn and how they will collect evidence of learning
• finding ways to provide feedback to students as they are learning, and giving students time to use the feedback

• responding positively to getting descriptive specific feedback and having time to apply it without the interference of grades
• responding positively to having second chances because they want to show evidence of their best work
• thinking about learning and receiving coaching as they learn
• reflecting about learning, both for themselves and their peers
• becoming more aware of how assessments OF learning are determined, and what they show about their current learning position relative to the learner outcomes
• achieving at a higher level

• know more about their students as individual learners
• are responding to the need to involve students in communicating about their learning to parents
• are seeking new ways to summarize learning that reflect the Alberta Program of Studies and honours individual progress
• feel professionally confident while recognizing that they have a responsibility to continue lifelong professional learning
• are facilitating important change and are supported within a network of Alberta educators

• sharing their new understandings and experiences with colleagues
• responding to colleagues who seek guidance and support to make the kinds of changes in practice that will offer similar benefits for their students
• being recognized for their expertise at the jurisdiction level and they are having opportunities to engage in leadership activities to support widespread professional growth

Margaret Sanders
Field Services Coordinator

Sustainability does not simply mean whether something can last. It addresses how particular initiatives can be developed without compromising the development of others in the surrounding environment, now and in the future. A. Hargreaves & D. Fink, "Three Dimensions of Educational Reform," Educational Leadership, ASCD: Alexandria VA. April 2000.