12 Models of Gradeless Assessment and Evaluation in Ontario, Canada (Poster 1)

• In Event: Classroom Assessment Trends in the United States and Internationally

Abstract

Twelve models of "gradeless" assessment and evaluation developed from a larger-scale qualitative study exploring the experiences of Ontario secondary school teachers as they shifted their practice from marks to "gradeless". Twenty-eight teachers from fifteen schools in seven school districts in the province of Ontario in Canada participated in semi-structured, face-to-face interviews. Analysis of their responses provides twelve models of gradeless classroom assessment that range from hidden or deferred marks to four-level rubrics to single-point rubrics to rich descriptive feedback, and from task criteria to curriculum expectations to overarching learning goals. All twelve models comply with current assessment and evaluation policies in Ontario, Canada.

Author

• Theresa E. Whitmell, University of Toronto