2016-11-25 Submitted by Paige Fisher, PhD Faculty of Education, Vancouver Island University
The province of BC is abuzz with a new provincial requirement for students to be involved in self assessing against the Core Competencies, which the province has articulated as Thinking (Critical and Creative) , Communication, and Personal and Social (Social Responsibility, Positive Personal and Social Identity, Personal Awareness and Responsibility). An element of student voice, as students self-assess in these areas, is required on the year-end summative report for all learners.
What I am noticing is that the self-assessment / assessment as learning conversation is happening everywhere as teachers grapple with how to meet this requirement. As I facilitate professional learning sessions in relation to the Competencies, I find myself going back to some of my past favourites – like Lorna Earl’s Assessment as Learning and a current favourite, Dylan Wiliam’s Embedding Formative Assessment, while combing through the fine print on the new reporting order and the descriptions of the competencies themselves.
Another wonderful side effect of this new requirement and the whole curriculum shift in BC is the amount of sharing that is happening. As districts develop unique solutions to the policy, they are sharing the work they are doing for the benefit of all. Fantastic examples of support for formative assessment practice can be found at School District 71 (Courtenay/Comox), School District 68 (Nanaimo/Ladysmith) and School District 48 (Sea to Sky).