What is the significance of the 30% final culminating task grade?

Based on culminating task(s) that assess priority curriculum expectations

What is the role of self-assessment skills in the assessment process?

For students to assess their own learning, set goals, plan next steps

To help ensure completion of summative tasks on their due date:

clearly communicate success criteria, provide exemplars and anchors

How can teachers ensure that feedback is meaningful for students?

By providing feedback linked to the learning goals and success criteria

What are the three types of assessment mentioned in the document?

Assessment for learning, assessment as learning, assessment of learning

How is the Observable Language Behaviours (OLB) Assessment tool utilized in the assessment process?

As a tool for assessing/tracking the progress of English language learners

support students without altering curriculum expectations

are used to monitor student performance and provide feedback

Based on the document, which statement is most true?

Reliability refers to repeatability

For students with special education needs, in the assessment process, what accommodations are recommended?

Additional time, access to assistive technology, and supportive tools

The role of professional judgement in the assessment and evaluation process is a :

process informed by curriculum expectations, context, evidence of learning

change the grade-level expectations to meet a student's learning needs.

What are the key components of UDL , and how do they support equitable assessment practices?

Multiple means of: representation, action and expression, and engaement

Effective descriptive feedback:

is clear, specific, and meaningful

What strategies can mitigate breaches of academic honesty?

In-class tasks, appropriate/timely feedback, clearly communicated LG and SC

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A & E Limestone 2025

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Questions 21

Answers

1
What is the significance of the 30% final culminating task grade?
It is based on the student's attendance and learning skills
Based on culminating task(s) that assess priority curriculum expectations
It is based on the student's participation in class
It is based on the student's behavior or learning skills
2
What is the role of self-assessment skills in the assessment process?
To prepare students for exams
To rank students according to their learning skills
To inform educators in determining a grade
For students to assess their own learning, set goals, plan next steps
3
Effective descriptive feedback should describe both strengths and next steps for improvement.
True
False
4
To help ensure completion of summative tasks on their due date:
provide snacks and a soft landing on due dates
ensure the whole task is due on the same day to avoid confusion
clearly communicate success criteria, provide exemplars and anchors
always adhere to original timelines
5
How can teachers ensure that feedback is meaningful for students?
By giving feedback only at the end of the term
By using shorthand and avoiding detailed explanations
By directing students to generic comments on the rubric
By providing feedback linked to the learning goals and success criteria
6
What is the percentage of the final grade that the Grade 9 EQAO Math Assessment will account for?
10-30%
20-30%
10-20%
30-40%
7
What are the three types of assessment mentioned in the document?
Peer assessment, self-assessment, individual assessment
Diagnostic assessment, formative assessment, structured assessment
Qualitative assessment, quantitative assessment, mixed-method assessment
Assessment for learning, assessment as learning, assessment of learning
8
How is the Observable Language Behaviours (OLB) Assessment tool utilized in the assessment process?
It is a method for gauging student behavior and learning skills
It is a standardized test for evaluating language skills
It is used to measure student attendance and punctuality
As a tool for assessing/tracking the progress of English language learners
9
Accommodations:
are the same as modifications are the same and used interchangeably.
support students without altering curriculum expectations
change the curriculum expectations
are only for students with special education needs
10
Which of the following is not a consideration when a student is first suspected of academic dishonesty?
suspension
counselling
conference called by administration with teacher, student, families
completion of summative task or alternate
11
Formative Tasks:
are used to determine the level of achievement of overall expectations
used to evaluate learning skills
are standardized tests
are used to monitor student performance and provide feedback
12
Based on the document, which statement is most true?
A single source of evidence reveals the most rich learning
Validity matches evidence to a student's prior knowledge
Having every student complete the same task results in robust assessment
Reliability refers to repeatability
13
For students with special education needs, in the assessment process, what accommodations are recommended?
using a rubric for evaluation that is designed for lower grades
Using standardized tests as they represent a level playing field
Additional time, access to assistive technology, and supportive tools
Assigning lower grades to students because they are accommodated
14
The role of professional judgement in the assessment and evaluation process is a :
judgement based on personal opinions and experiences
process informed by curriculum expectations, context, evidence of learning
used to rank students and determine a bell curve
judgement solely based on standardized test scores
15
What is the recommended approach for evaluating skills-based curriculum expectations?
Through self-assessment
Through teacher observation
Through peer assessment
Through written exams
16
Modifications:
change the curriculum expectations
are the same as accommodations
are for all students
change the grade-level expectations to meet a student's learning needs.
17
What are the key components of UDL , and how do they support equitable assessment practices?
Multiple means of: representation, action and expression, and engaement
Standardized testing, uniform assessment criteria, fixed timelines
Balance of teacher-led instruction, peer assessment, self-assessment
Summative assessments, formative assessments, diagnostic assessments
18
Effective descriptive feedback:
is clear, specific, and meaningful
is best to generate through peer assessment
can be delayed if it is very rich and detailed
should mostly be provided at the end of a course
19
What strategies can mitigate breaches of academic honesty?
allowing students to submit work without citations, detection software
In-class tasks, appropriate/timely feedback, clearly communicated LG and SC
Standardized testing, uniform assessment criteria, fixed timelines
Peer assessment, self-assessment, teacher-led instruction
20
Only students with an IEP should receive an accommodation such as extra time.
False
True
21
For fairness, a student's unusually high or low achievement levels should be incorporated when determining a final grade
True
False

A & E Limestone 2025 Flashcards | StudBud