Wellness 10- Self-Awareness
I created this assessment for students to self explore throughout the year, and continue to learn about themselves through all activities we encountered throughout the term. This assessment is called Brand Yourself Motto and Logo. Students get a chance to express who they are by branding themselves with a logo and a motto. This assignment encouraged individuals to truly look at all the dimensions of wellness and how they connect to them individually, students can use an array of methods to showcase their logo or motto. I hooked most of the students by showcasing popular brands and their mottos like Nike, Addias, Tim Hortons, McDonalds, we then discussed why their mottos and logos worked so well and triggered great conversation about marketing and the effects of marketing on individuals wellness.

developed by Denae Richards

What is 21st Century Assessment?

Students in EdCur 411 at the University of Saskatchewan, College of Education explored this topic with the guidance of Danielle Jamieson, Sun West Assessment Consultant, and Carole Butcher, a Learning Coach with the Division. To showcase their learning, students were asked to share an assessment that exemplifies 21st century practices. The following are their 21st century assessment exemplars and reflections.

Grade 4 Science - Sound Unit - Dawn Dust
I created a grade 4 science unit on sound. For the student’s final assessment, they got to make music by creating their own instruments. There were several components to this assessment.
  1. The students completed a plan which included what materials they needed, how their instrument was going to make sound and change pitch and volume.
  2. Then they had to construct their instrument.
  3. In a sharing circle, the students shared their information and how and why they made their instrument the way it was.
  4. Have a class jam session!
This assessment allowed students to be creative (not one of the instruments were similar)! The students had to use their critical thinking and collaboration skills to construct instruments that made sound and could change pitch and volume. There was trial and error and students going to one another for help. This assessment allowed for triangulation through conferring, observing, and the final product. The various steps also allowed for differentiation as some students were strong with writing their responses and others preferred sharing their knowledge through speech and hands on! The class jam session allowed for a celebration of learning!

Biology 30- Genetic Disorder Assessment- Alix Tuffs

I created this assessment to end our genetics unit. This assessment allowed students to apply the knowledge they had gained throughout the unit. It connects to the 21st Century C's by encouraging critical thinking (for example one student further investigated her own colourblindess), it encouraged development of literacy skills as the students researched complex disorders on their own and provided a framework for communication and technology skills through the presentation. I presented this assessment using a Still Alice hook - "If your mother was diagnosed with early onset Alzheimer's would you take the test". I think this encouraged students to select a disorder/genetic issue based on their own interests and perhaps a genetic disorder in their family. Allowing the students to also use pharmaceutical and agriculture genetic cases created a broader focus enhancing the diversity of presentations.

Health Science 20 - Excrement Lab & Case Studies - Dakota de Caux

In order to explore diagnostic techniques and pathologies associated with the urinary and digestive systems, I had students complete an excrement lab activity and diagnose case studies related to the samples that they analyzed. During the lab, they conducted macroscopic and chemical analysis of teacher created urine and stool samples. Based on their data, they were asked to discuss potential pathologies that could be causing they symptoms that they observed. Once the lab reports were complete, each student was assigned a case study that was connected to a specific urine or feces sample and were asked to come up with a diagnosis that they would present to the class. Students were given two class periods to conduct their research and put together their presentations.
This activity gave students the opportunity to apply their knowledge of the digestive and excretory systems while also making connections to real life medical applications through the completion of artificial excrement analysis and case study diagnosis. Students were noticeably engaged during all segments of this activity. The knowledge and skills that students acquired will help them be critical when discussing their own medical results with health care professionals. The case study portion of the activity encouraged students to locate reliable sources and recognize the need for additional test results or patient history in order to determine a diagnosis because certain excrement results can suggest numerous pathologies. We also discussed the importance of patient honesty in the selection of a correct diagnosis. This learning activity and assessment strategy encourages the development of critical thinking, collaboration, communication, and computer/digital technologies.

Grade 3 Health- Bullying Final Project Assessment - Ashley Lang

I created this rubric for Grade 3 health the focus was on bullying. I believe that this assessment reflects 21st century learning because I was able to incorporate technology in a purposeful way for students to share their knowledge. This assessment allows student to share their understanding of the important topic of bullying through an interactive app called sock puppets. This app provides student the opportunity to create a situation they have experienced or seen bullying representing it through sock puppets. In order to expand on 21st century learning next time I would give the students options on different apps they can use to share their understanding of bullying using technology.

ELA Indigenous & Narrative Legends Unit Plan & Final Project Assessment - Sydney Thomas

This rubric was created for the final project for an ELA Indigenous and Norse Narratives UBD unit plan. Throughout the unit, the grade nine students read legends to the grade three students (the benefits of being in a K-12 school). As we read through narratives and legends in the class, students began to discover ideas for their own personal narrative or legend. I asked the students to make the legend for a grade two or three reading level. I asked them to do this because we planned on reading the stories to the grade three students. The grade three students were also incorporated in drawing the pictures for the story. This developed the students’ collaboration skills because they needed to be aware of the grade three student’s thoughts and how they learn. This assignment also asked the students to develop their communication skills with the grade three students, as they would need to describe their idea for pictures to the grade three students. Throughout the unit, the students developed their own character because they had to be more aware of their actions and language around grade three students. I believe it helped student’s realize there are younger students within the school who look up to them, even if they are unaware of it.

Blogging in the Classroom: Rubric for Posts, Quality, and Frequency (Multiple Grades) - Kendra Wack

I am currently knee deep in my inquiry project and loving it. The focus on my project is on blogging in the classroom and the implications that it places upon students for future success. This rubric is one that was developed by Siliva Tolisano, who is known in the educational community as the master of blogging for learning.

Blogging is a tool used to facilitate learning opportunities within the classroom. I do think that this rubric is one of the most valid pieces of assessment I have come across in my research. However, if I were to use it within our division I would want to create a rubric with the focus of 21C competencies. This rubric is a great focus for any computer, English language arts, or social science rubric for assessment and can easily be altered to focus on elementary blogging or STEM courses. If I were to use this rubric within SWSD for marking purposes I would shift the rubric into a 5 point scale on each exemplar for ease of marking across multiple grades to create a streamlined grading experience for students to increase achievement and increase development, teachers can also add and divide out the final marks with adding the digital citizenship category to increase the marks and make the scale on a multiple of 5.

Digital literacy is not something that is strategically outlined within this rubric, which is the greatest alteration that I would make to the rubric. I personally believe that when using technology in school we need, as educators to increase digital awareness and literacy to create informed digital citizens. The reproduction of good digital citizens is not only something that will increase positive classroom climate but will help students in the future for professional and personal relationships.

I also think that this rubric would be great re-formatted and based upon blooms taxonomy to post in the classroom for easy reference.


Digital Citizenship:
1) Shows little knowledge about digital footprint, does not strive to make a positive impact, opinions show little background knowledge based upon topic, little connections are made to outside sources.
2) There are few factual errors, there is some background knowledge but information had little backing. Shows basic understanding of digital knowledge, shows understanding that there is some connection of digital footprint to life. Shows basic understanding of use of technology. Sometimes enhances the presentation with personalization.
3) This blog shows knowledge based upon factual basis, they strive to make a positive footprint, and opinions are linked to facts and knowledge. There is understanding of the technological tools. There are visuals and enhancers to the presentations. The information is most often cited with proper use of citations.
4) There is knowledge and facts, which back up student opinion; citations are used often and properly with links to further expand knowledge on topics. The technology is used frequently, and fluently with collaboration between students in difficulty. The posts are engaging and visually enhanced with interactive, and eye-catching tools.

Environmental Science 20 - Student Directed Study SDS1 - Chelsey Sundby

I created this rubric for the Student - Directed Study outcome in Environmental Science 20. I wanted to leave the rubric very broad - based in order to give the students freedom to choose how they wanted to complete the project. Fostering creativity in our students is one of the 21st CCs (Competency 1: Creativity, Innovation, Entrepreneurship). By giving our students freedom to choose what they want to learn, how they want to go about learning it, and how they want to demonstrate their learning, we are embodying 21st Century Assessment practices. This assessment also gives the student a chance to think critically (competency 2), as they must complete research and then use the research to conclude how to answer their research question. The ability to acquire and process and wide variety of information to find out what is relevant is a major part of critical thinking. In this project, the students are required to work with at two of their peers at different times throughout the project to peer assess and collaborate in order to improve their projects. The idea of working with your peers to improve your product is part of 21st CCs (number 3), and is an essential skill for the students to have as they enter the work force. Throughout this assignment, the students will use a variety of forms of technology in order to complete their research and present their findings, which falls under competency #7.

Grade 7/8 ELA- Representation (CC7.5/CC8.5) in Mystery and Suspense Unit- Kelsi Moser

I created this assignment for my 7/8 ELA class as an end to their Mystery and Suspense Unit. We had been discussing the different forms that mystery and suspense works take, including literature, film/television, and radio, as well as looking at real life examples of mystery and suspense. While looking at these works we additionally discussed the elements of a mystery/suspense work, and what was needed in a work to make it part of this genre. Their final task for this unit was to take their learning about what makes a mystery/suspense work and apply it in a creative way- when I did this initially I provided them with four options that I created myself, but I have added a fifth option upon re-examination that allows them to propose their own creation. There were some very cool projects that came out of this when I first did this with the 7/8’s, and I think that adding this fifth option provides even more opportunity for student choice, resulting in even more student engagement while doing this project. This assignment and assessment can be linked back to the 21st CCs in that it allows students opportunity to think creatively in their creation of a unique artifact (Competency 1: Creativity, Innovation, and Entrepreneurship) where they are challenged to apply the knowledge they’ve gained over the unit during this creation process (Competency 2: Critical Thinking). Many students chose to work together in small groups during this process, where they collaborated and co-created their projects (Competency 3: Collaboration). Finally, though not all students chose to, many groups utilized different pieces of technology as a part of their final product, allowing them to enhance and showcase their digital literacy (Competency 7: Computer and Digital Technologies).

Grade 10 - Foundations and Pre-Calculus 10 - Irrational Numbers (FP10.2) Assessment - Wendy Ruten
This assessment was constructed with my grade 10 students as their FP10.2 (Chapter 4) assessment. We looked at the outcome and determined what was needed to demonstrate a good understanding of the concepts. Initially, as I only had 5 students, the assessment was going to be an individual effort. However, the students approached me asking if they could create an instructional video as a group. I thought this was a great example of creativity and collaboration. Thus, the assessment changed with the first part becoming a group effort and the second portion, the quiz, remaining individual so I could still assess their personal understanding.

The assessment allows students the freedom to choose how they wanted to demonstrate their understanding (to use their creativity). By changing the first part from individuals to groups, I definitely saw the students collaborating and helping each other. These particular students also used technology to demonstrate their learning and communicated effectively with me, the teacher, asking for help or clarification. Thus, this assessment is open enough to give students ownership over their learning while also giving guidance along the way.

~Developed by Grade 10 students in collaboration with Wendy Ruten

Grade 11- ELA 20- Words of Wisdom Project- Kelci Little
I designed this assessment piece during my internship to fit into our unit on the novel To Kill a Mockingbird by Harper Lee. This three part assignment was one that covered two outcomes; Outcome: CR 20.2, as well as Outcome: CC 20.1. Because of the combination of comprehend and respond as well as compose and create, students were able to fully explore their ideas in different mediums and situations and work towards the end goal in a new way. While reading the novel, students were continually writing down significant quotes in their Writer’s Notebooks in order to fully grasp the important parts of the novel. This was expanded upon when students would share their quotes with one another and discuss why they found them to be significant. This correlates to the competency of developing collaboration, and this collaboration was expanded upon when students were asked to talk to different individuals in their own lives to receive important life advice. This also enhanced their communication skills as students had to talk to multiple individuals for the second part of the assignment, and then interview one of the individuals in depth for the third part of the assignment. Through the process of creating their Life’s Little Instructions Book they had to be creative and expand upon their digital technologies in order to research and incorporate pearls of wisdom from other resources. The main reason for having this three-part assignment was to really get students thinking about the significance certain excerpts from the novel and how they relate to their lives today. By continuing with the assignment through different assessments (analysis, instruction book and story-telling), students become critical thinkers within the context of their own minds while also given the opportunity to really expand on an idea. Each assessment piece in this assignment combines student inquiry, collaboration and critical thinking which is an important aspect of 21st Century teaching. Overall the students really enjoyed the assignment and the products created were very well done!

Grade 11- Health Science 20- Final exam - Kayla MacKay

This assessment was designed to be the Grade 11 Health science 20 final(instead of the traditional written final). Through out the year the students were given paper test, projects, and labs to show their learning. We found that the students in this particular class benefitted more from hands on learning, while having book based learning as well. This was the first year it was taught at the school I interned in and with my background as a EMT the administration asked if I could assist the teacher with this course. This is a high school level assessment, so the rubric included was done on a three point scale. The students were given an over all mark and then it was covered to a percentage. We tried to use the same rubric that we had used all year, that way the students knew what to expect and how they would be marked. One thing the students had say over what which diseases they wanted to be tested on. This followed their presentations on a current medical conditions and the diagnoses and treatment of these conditions. We gave them an exemplar of what we would be expecting during the final and that they would be given a 20-30 min time limit to complete the final assessment. I have also included the final exam situation that we developed as a class. This final took more time then a traditional 3 hour final would. We worked out time slots for each student and worked it around their other finals. It was more time consuming for us, but the overall outcome was greater than anticipated.

Grade 8 - English - Our Environmental and Technological Unit: Assessing Outcome 8.1 - Kaylyn Kowch

This assessment was developed and used for a larger assignment that we had planned for in this unit. I interned in GSSD, and they go by 4 point scale (Beginning, Developing, Meeting and Exceeding), so this is what the rubric my class and I created it to be centered around. I wanted the students input on the way they were being assessed, so they understood what I was looking for and they fully understood how they were being marked. Most of the time students either gloss over their assessment and forget about it or don't even look at it at all. I wanted to change that, and thought this would be a great way to do that. We created this rubric on the smart board before I typed it up, and had students put their input into it and talk about what was fair, too easy or too hard to accomplish. I included the outcomes in the rubric as well because the students are familiar that they will be marked in levels rather than percentages now. I rewrote the outcome into an I Can (Partners Can) statement so it was easier for them to understand. This took almost a whole class to complete but by the end of it the students were more confident with what they needed to do to receive a good grade. We talked about what a good video would look like it and they could hardly wait to get started!
I find this to fit right into 21st century teaching as it opens up the communication and collaboration between myself and the students. I had the opportunity to listen to their needs and wants and incorporate some of them into the rubric. I also found that the students felt responsible for this and wanted to 'live up' to the expectations they created. This assignment allowed students to get creative and collaborate with each other for ideas as well! This was a big success for me because students knew their expectations all the time, they had tons of fun, learnt a lot about the technology and programs behind making a video and truly enjoyed being part of the assessment process. I Hope you enjoy it and maybe even use it someday in the future!
Developed by Kaylyn Kowch

Grade 11/12 Industrial Arts and Computer Assisted Drafting - Anthony Prima

This assessment piece was from the first unit of a first time course my co-op teacher and I developed. The course teaches construction and computer assisted design through building guitars. For this project students were asked to create a guitar model based on the Fender Telecaster. It assessed skills we had been working on for about a month prior to this assessment. Their models for this particular assignment would have to be compared to exemplars and blueprints as accuracy is of extremely high importance when building a guitar. There was other projects leading up to the unit that assessed their technical as well as creative skills.
This is a 4 point rubric (unsatisfactory, emerging, proficient, and exceptional) and assess Drafting modules 27 and 28 that focus on interpreting blueprints and creating high quality models. The first of 7 C's this rubric assesses is Communication. Students are being assessed on their competency and literacy of CAD programs and how professionals would be communicating in the field. The second C this rubric covers is developing computer and digital technologies. Students, through completing this unit are using computers and digital resources to create products.

Kindergarten All About Me UBD - Sarah Zanidean

Students created an “all about me” book as a summative assessment from various lessons that I taught as part of an "all about me" UBD. We had many books and videos learning about others, and themselves, they also brought various items for show and tell, etc. The focus was more on writing or drawing pictures as part of a book for the final assessment of the UBD. I thought it would be way better to do a small page and use Aurasma instead of creating a booklet. Now that I think about it- a booklet seems pretty outdated, but at the time, it seemed like a good final assessment to wrap up the unit.
Students would be filling in the page I have attached to this document (or use a different template), and then creating a video through the Aurasma app to talk more about themselves. This incorporates some of the 7 C’s by allowing students to be innovative, and emphasize communication by using technology and developing digital technologies. I think this is more innovative in terms of assessing and allows for teaching 21st century skills in a Kindergarten setting. The picture can hang in the classroom, but when using the Aurasma app, parents, teachers and students can access their video by scanning the photo using the app. The rubric was made with smiley faces- sad, neutral, happy, I would keep this rubric the same, it’s easy for students to understand.

Grade 9 ELA - The Kite Runner Scrapbook - Bailey Mari

Students created a scrapbook to show their understanding of at least 10 plot points in the novel. They had to describe the event, provide a quote, an image, and explain the quote in relation to the novel. I interned at Westcliffe in Marengo (Sun West), which marks on the 5 point scale, the rubric matches that. I've included in the document the curricular outcome and the connection to the 7C's. I used this assignment to wrap up the novel and had prefaced it by giving them organizers to keep track of important plot points that we went through every chapter. The students and I had discussed the criteria they were to include and were given any and all supplies they required (unless they wanted to use their own from home). - Developed by Bailey Mari

Journal Reflection Rubric -- Kiara Smith

The assessment developed to assess student reflections to course content in ELA 8, specifically for outcome Cr8.1. It is a four point scale that simply focuses on content presented in the reflection and how students interpret and analyze content for meaning as well as including their opinions with supported evidence. Although created for ELA 8, this rubric could be adapted and used for any subject journal reflections. --Developed by Kiara Smith

Grade 8- IN 8.2: My Immigration Story Assessment- Colton Lund

I designed this assessment during my practice teaching with the assistance of my partnering teacher. This assignment was part of our summative assessment on our Immigration unit, which I taught to the grade eight class. The goal of this assignment was to explore their own heritage, primarily through conversations with family members or guardians. Students were given a choice to complete the project in the form of a PowerPoint, poster, or through a story telling program that was available on the school’s computers. After the completion of this project, we asked the students to present what they created to the class, either in person, PowerPoint, or video format. A rubric is included at the end of the document.
I believe this assessment can fit into 21st century teaching and also relates to several of the 7C’s found in Sun West’s Board Policy 18. I believe that this assessment is able to develop creativity by allowing the students creative freedom in how they express what they learned about their family’s heritage. Critical thinking and Cultural and Ethical Citizenship will be developed through the discussion and findings the students have about the diversity in our classroom, and how if effects our everyday society. Collaboration and Communication will be fostered between students and their families or guardians, as learning about their heritage will undoubtedly result in some great discussion and discovery between the generations.
This assessment was used in conjunction with a short quiz, in efforts to ensure that every individual in my classroom had a chance to show their learning in a way that worked well for them. This assessment also is reliant on participation from parents/guardians, so I included a letter that I wrote to parents, explaining the assignment. Please feel free to use or modify any part of this as you see fit!

Elements of Music Project - Janna Ylioja

This rubric is intended for the end of a grade 6 unit in which the students have been learning about the various elements of music and how repetition and variety in music can affect its message. I taught a unit like this during my internship in a grade 5/6 classroom but I have changed the assessment. This assignment asks students to represent an idea, object, or story through music by using what they have learned, and explain how the music represents it. They have free choice in how to present their idea as long as it meets the content requirements.
This assessment encourages 21st century skills like creativity, critical thinking, and possibly knowledge of computer/digital technology if the students choose to present their work that way. It also helps students practice their communication skills as they learn the art of communicating ideas without words.

Math Playground Project-Rebecca Athmer
I created this assessment rubric for my grade 9 math class during my internship and I believe that it reflects a 21st century teaching style. This assessment allows students to present their knowledge through a real world application. It also allowed students to be creative and imaginative when presenting the content learning. Students were able to construct a project that was of interest to them for example a water park and paintball course were some of the projects created. After correcting students assignments one change that I would make to the rubric is requiring students to show the formula that they used so that it makes their work easier to follow and correct. Also, although I had communicated to my students the curricular outcome being covered in this unit, I feel that it would have had more impacted if it was stated again on the rubric sheet.

Upon completion of this assignment student learning can related directly to the 7C’s including developing creative, innovation, and entrepreneurship, developing critical thinking, and developing character. It develops creatively because it encourages students to develop their own play ground using different shapes. It develops critical thinking because it encourages students to explore the surface area of new and different shapes to include into their project. Finally it develops characters because it encourages life-long learner through the connection to the real world application, responsibility, and personal productivity.