Assessment and evaluation are essential components of student growth and educational accountability. In this section, I reflect on how I have met Ministry expectations through a range of assessment strategies, student feedback tools, and differentiated instruction. I also outline areas for future growth as I continue to refine my practice and support all learners more effectively.

Assessment Reflection

What I Did Well
During the 2024–2025 school year, I prioritized creating assessments that were clear, diverse, and aligned with Ontario curriculum expectations. I’m particularly proud of how I balanced the T.A.C.K. framework (Thinking, Application, Communication, and Knowledge) across unit tests and final exams. I used a variety of question types (e.g., multiple choice, scenario-based, diagramming, and open-ended reflection questions) to ensure that all learners had multiple entry points to demonstrate understanding. I also incorporated verbal assessments, hands-on lab activities, and performance-based tasks to triangulate assessment through products, observations, and conversations.

Where I’d Like to Grow
Next year, I want to refine the clarity and organization of my assessment documentation. For example:

• I plan to label my markbook categories more explicitly (Product, Observation, Conversation).
• I want to pre-plan all major assessments to ensure an even T.A.C.K. distribution across the term.
• I’d like to align action verbs in assessment questions more intentionally with each T.A.C.K. category (e.g., analyze for Thinking, design for Application).
• I aim to create more practice tests, review checklists, and self-reflection sections so students can better monitor their learning progress.

Assessment is not just about grading — it’s about helping students recognize their own growth, and helping me grow alongside them. As I continue to teach, I’m committed to refining assessment practices that are purposeful, student-centered, and transparent.