So, the packets of learning goals and associated scales the group of us created were a lovely brain child that was just a jumping point that continuously evolved. The summative assessments my co-teacher and I developed to match each level on a scale to allow students the chance to demonstrate at what point towards mastery they were working became our true work of art. And to then design lessons to build mastery and formatives for practice worked very nicely. We found our synchronicity.
Every student in our class has shown growth towards mastery or met mastery in reading, writing, language and speaking and listening. This method provides a meaningful view of growth with an easy explained reasoning for marks. It appears we may teach together again next year and we have plans to step up our game for next year.
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