ECS 401 - Assessment Audiobiography
Before coming into this class, I was unaware of all the elements that assessment can bring within the classroom. In prior classes, my knowledge of assessment was just a way to ensure and check students' understanding. Quickly, within the first week of this class, I was introduced that assessment is much more than just that. Knowing more, assessment could be referred to as an umbrella term due to the variety of aspects that it brings to evaluating students. Assessment is a particular method that allows teachers and students to check their process in learning to ensure that the student/teacher has succeeded in the requirements of what has been learned. With that being said, ensuring that assessment can be a process, permits teachers and students to be able to redirect or move forward within what is being taught. With assessment being used in many different ways, it is divided into two different types, formative and summative assessment. Formative assessment consists of something that is ‘ongoing’ throughout the students' learning. This type of assessment can be displayed in a variety of ways, whether that is observing, making notes, or even checking the student’s work. These examples could potentially be used all the time and it is something that teachers will depend on when assessing students towards not only their work but their classroom behavior and the way the students participate in the classroom. Summative assessment is something that allows teachers to evaluate the students' learning. This type of assessment is typically used at the end of a unit. Some forms of summative assessment could be a paper, exam, or a final project.
Although assessment is something that is a critical way in evaluating and observing the students’ academics, it can play a big role in the classroom dynamic. Assessment, the classroom environment, and instructional practices are all things that can play hand in hand in the classroom. With formative assessment being a wide variety of things when evaluating students it can provide how students are in the classroom environment. For example, in a classroom, the teacher typically has classroom expectations such as raising your hand when having a question, listening to the teacher when the teacher is talking, or respecting others. With these being expectations in the classroom, the teacher can formative assess the students to ensure if the students are accurately fulfilling the classroom expectations. If they are not, they can indicate that to the student, so it can improve the classroom environment dynamic. In connection to this, instructional practices are something that also plays a significant role in the classroom. With instructional practices being shown in many different ways in the classroom, it gives the teacher a better understanding of the student’s understanding. Things such as class discussion and feedback or both are shown as instructional practices. When doing this in the classroom it allows the teacher to assess their students in seeing not only their learning, but it allows them to see the student behavior, interaction with others, and their learning abilities.
In the classroom, assessment is always taking place amongst the students and teacher. Although this is something used, it is important to consider a few things before assessing students. For many, it is important to build relationships and connections with the students. This allows the teacher to understand their students better and gives the teacher a better mentality on forming assignments and assessments. Another thing, with knowing your students and designing lessons/units it is important that the teacher is fulfilling the needs of all learners, so knowing the students and providing the learning that suits them will more likely help students succeed.
Reflecting on my own experiences in school I can remember a few things I preferred when thinking about assessment. For as long as I can remember when it came to final assessments I preferred presentations and final projects. I think the reason why I developed what I like for this type of assessment was that I am a visual and kinesthetic learner. During my experiences in school and still, in university, I feel that I excel better in being able to present a concept about something or creating/developing a final project for my final assessment rather than taking a test. However, although this type of assessment was that I preferred doing many of my classes especially in my older elementary and high school education, final assessments were more directed in taking a test. Since I can remember I have always suffered from having test anxiety for several reasons. A few of my reasons being; I am scared I am not going to finish the test in the required time frame, I was scared that I was going to forget everything when it came to me writing the test even though I did the study or having the fear of studying the wrong things. With me being worried about these things I develop more of a fear of tests when I transition into high school. During my high school experience at the end of each term, it was required that we would have a final assessment. Typically for these final assessments, it would be a long written exam. The thing that stressed me out about these final exams was how much it was worth towards my final grade. Moving forwards and looking back on this experience, it has made me realize how sometimes final exams can be disrupting and inaccurate on a student’s academic. Becoming an educator and after learning more about assessment this semester it is evident that assessing students can be much more than just giving students a huge exam at the end of a unit or semester. Although on some occasions it might be necessary to give students a test, there is another way to assess students. I believe that many teachers have become dependable on giving students quizzes and tests because it is easy for teachers to mark and assess. However, in reality, sometimes it is not realistic. Formative and summative assessments are both tools that go hand in hand. Before and during the unit/lesson teachers can formative assess the students. In terms of summative assessing students, there are a variety of options. When teachers begin to know their students, it can give the teacher a better understanding of their strengths and weaknesses in their learning. Designing a variety of options for the learners can provide better success. Catering to all types of learners, whether that is kinesthetic, auditory, visual, or read/, writer it will help benefit students and their learning.
For me becoming an educator and reflecting upon ECS 401 this semester has made me realize that assessment is something that is constantly being used in the classroom. Almost everything that is done in the classroom, can be somehow related to a form of assessment. Moving forward towards my career, in my future classroom, assessing is going to be something that I am going to take seriously, but not make it obvious to students. As mentioned before, growing up I had really bad test anxiety, so when teachers would tell me that I would have a test I would completely stress out and refuse to go to school. Taking this experience with me into my classroom, I want to make a dynamic that my future students will feel comfortable in their learning and allow them to understand why it is important that we are constantly reflecting upon our learning and understandings. Although tests will have to be used in the classroom occasionally, I believe using different terminology in the classroom when addressing tests and exams is something that could relieve some stress to some students.
After watching the Introductions video, I branch out in watching the Elementary- Favourite Assignment and Elementary-Assessment Tools videos. In the Elementary- Favourite Assignment video all the teachers shared various ideas and concepts about their favorite assignment. One assignment that stood out to me was the bridge assignment. I liked how cross-curricular it was and how many components of ongoing assessments were being used for this project. The teacher mentioned that this assignment takes over 3 months to do with all the various elements that the students need to prepare for within the project. With that, the teacher mentioned that it connected within different subject areas such as arts. ed, maths, english, and science. Another teacher mentioned their favorite assignment being doing different types of math games. The teacher mentioned that her main goal was to find ways for students to enjoy math. She found that if she still used the manipulatives in math, but brought in math game components she found that students were more engaged and enjoyed learning math. My biggest takeaway that I learned from this video was that based on all the teachers sharing their favorite assignments, the majority of them were based around either hands-on learning or project-based learning. Noticing this, I found that with most of them being this type of learning, most teachers were able to make cross-curricular connections that would be able to fit multiple components to the curriculum.
Looking at the Elementary-Assessment Tool video, the teachers share the various ways that they assess their students. Throughout the video, I noticed some commonalities within the teachers and forms of assessments that they use in their classroom. The first thing that I noticed in the forms of formative assessment was that the majority of the teachers used checklists in most of their subjects. Many of the teachers mentioned that doing checklists are an easy way of keeping track of if the student is on track throughout the process of their learning. Building on this, one of the teachers mentioned a handy resource that she used when making notes on her students. She uses an online resource called Google Keeps, and on this resource, she can keep online ‘sticky notes’ of her students and their development throughout the school year. I thought this was a very interesting way in keeping track of ongoing assessments throughout the school year. Another thing that I noticed was that most teachers used Rubrics mostly in E.L.A. Many of the teachers mentioned that it was not only an easier way for them to mark, but it was a good way for students to see the expectation of the assignment and what is required from them. One of the teachers made a good point about using rubrics. He mentioned that using rubrics in the classroom is essential in helping students succeed in the assignment. When he is explaining an assignment he will read the rubric and I will show various examples of different work, both good and bad examples to show why these students received these grades based on using the rubric.
In connection to both of the videos, one big connection that I made from it was the importance of using your school division's resources. In both videos, many of the teachers mentioned various resources from Regina Public School Division are essential when making lessons and finding different types of assessments in the classroom. Another big connection that I made was the importance of asking other teachers for help and resources when making assignments and assessing students. As a few of the teachers mentioned in the video, they said it is important as a new teacher to not hesitate and ask other teachers for resources and help when planning your units.
During my three-week block, I was placed in a grade 3 classroom at Deshaye Catholic School. After being there for the first few days, I quickly began to get familiar with the class dynamic and the students. In my experience, I was able to teach a social studies unit focusing on maps and globes. When planning for this unit, I was so overwhelmed for various reasons, but my main concern was on how I was going to assess the students' learning throughout their learning. With that being said, over my time of planning and the support of my cooperating teacher I was able to come up with a few forms of formative assessments. For the first week of my unit, our main learning goal was to learn a variety of maps. For this, we were able to explore different maps by using technology and images. For this part of the unit, I formative assessed the students by checking if they knew the different characteristics of different kinds of maps. To assess them, at the beginning of my lesson I hand out a worksheet, on the front page we went through it as a class. As a class, I put together a PowerPoint with the various types of maps on it, on the worksheet, the students had clues on what characteristics were on each map. In class, I would display one of the maps on the board and the students would use the clues on their page to figure out the answer. Once the students found the answer they would fill it out on their page. By the end of the front of the page, the students would have each type of map along with the characteristics of each of them. Moving to the back page, the students would work individually to answer the questions. In the second week, we explored the world’s continents and oceans. For this I used a form of summative assessment because I gave the students a mini quiz, making the students label the continents and oceans on the map. Another form of assessment that I did with the students as I did a little review game. I made a PowerPoint that consisted of all the different elements that I taught the students over the unit. For the game, each student was given a mini whiteboard and whiteboard marker. During the game, I would ask the students a question and then the students would write down the answer. During this activity the students were not allowed to share their answers with their peers; they were only allowed to show me. When they showed me, I formative assessed them and made mental notes on who was getting the majority of the answers right/wrong. To wrap up the unit, I gave the students a final project, where they were assigned to make their islands. To assess this assignment I did a formative assessment during the project. I formative assessed the students in completing their rough draft and completing their booklet by using a checklist. Me assessing them on this allowed me to see if they were following directions and to see that they had everything for their map. Next, I summatively assessed the students on their final draft of their map. For this, I made a rubric and I was able to assess the students' work.
Based on my pre-internship experience I believe that some of my assessments were effective in helping the students learning. Although I was only able to use a little bit of assessment in my experience it would have been nice to see more ways to assess literacy and math. With that being said, during my experience, assessment is something that is always happening in the classroom, but something that surprised me was the variety of different types of learners. In the classroom that I was in, there were a few students that needed more time and direction on assignments than others. From that and looking upon what was discussed about differentiation in ECS, that is something to be concerned about when forming assessment and building relationships in the classroom. Moving forward from this experience I have gained so much and I am motivated to continue to strengthen my teaching practice.
Before coming into ECS 401 I was still very unsure of the fundamentals about the significance of assessment in the classroom. With that being said, throughout this class, I have learned a variety of elements towards the importance of assessment and the critical roles that it can play within the classroom. Richard Mayer’s article Rote Versus Meaningful Learning (2010) talks about the significance of making effective learning within the classroom. In the article, it states; “Two of the most important educational goals are to promote retention and to promote transfer (which, when it occurs, indicates meaningful learn-ing)” (Mayer, p.1). For me, when reading this article at the beginning of the semester, I began to have a deeper understanding of the significance of developing quality forms of lessons and assessments for the students. In the reading it also stated; “Meaningful learning occurs when students build the knowledge and cognitive processes needed for successful problem-solving. Problem-solving in- involves devising a way of achieving a goal that one has never previously achieved; that is, figuring out how to change a situation from its given state into a goal state” (Mayer, p.2). Creating a learning environment and building those relationships with your students is also important when making your students more successful in the classroom.
In Starr Sackstein’s book; Peer feedback in the classroom: Empowering students to be the experts (2017) in chapter 3; What Meaning Feedback Looks Like it talks about the importance of giving effective feedback to the students. The reading gives examples of providing effective feedback and an appropriate approach in giving/assessing in the classroom. In the reading it states; “focus on one or more points at a time rather than trying to address everything at once. Keep the feedback tight and focused on specific learning goals” (Sacksteins, p.39). With that, moving forward into my career it is important to acknowledge feedback is an important aspect of the assessment. Providing feedback whether it is verbal or written it is important to be mindful and respectful towards the students' work. By being more mindful while giving feedback might be easier for students to understand and gain confidence in their learning.
The book Assessment and Student Success in a Differentiated Classroom written by Carol Ann Tomlinson and Tonya R. Moon, focuses on the different elements of differentiation and how it can bring success within the students' learning. In the book, it states; “for differentiation to be effective, teachers need to know, for each student, where that student begins and where that student is in the individual journey toward meeting the criteria of the lesson or unit” (Tomlinson & Tonya, p.8). Taking away what this book has stated about differentiation and connecting it with assessment, I have come to terms that effective assessment comes from understanding students’ needs within the classroom. Having differentiation can be a big element in the classroom, so understanding how to handle and compensate for all student’s needs and ways to assess them is important.
Overall, the philosophy of assessment has changed over this semester. I have learned various elements on what makes effective assessments and how to adapt to using assessments in the classroom. Moving forward into becoming a teacher and taking the things that I learned from this class, has made me realize that assessment plays a big role in the classroom and can find in making sure students are learning.
Although assessment is something that is a critical way in evaluating and observing the students’ academics, it can play a big role in the classroom dynamic. Assessment, the classroom environment, and instructional practices are all things that can play hand in hand in the classroom. With formative assessment being a wide variety of things when evaluating students it can provide how students are in the classroom environment. For example, in a classroom, the teacher typically has classroom expectations such as raising your hand when having a question, listening to the teacher when the teacher is talking, or respecting others. With these being expectations in the classroom, the teacher can formative assess the students to ensure if the students are accurately fulfilling the classroom expectations. If they are not, they can indicate that to the student, so it can improve the classroom environment dynamic. In connection to this, instructional practices are something that also plays a significant role in the classroom. With instructional practices being shown in many different ways in the classroom, it gives the teacher a better understanding of the student’s understanding. Things such as class discussion and feedback or both are shown as instructional practices. When doing this in the classroom it allows the teacher to assess their students in seeing not only their learning, but it allows them to see the student behavior, interaction with others, and their learning abilities.
In the classroom, assessment is always taking place amongst the students and teacher. Although this is something used, it is important to consider a few things before assessing students. For many, it is important to build relationships and connections with the students. This allows the teacher to understand their students better and gives the teacher a better mentality on forming assignments and assessments. Another thing, with knowing your students and designing lessons/units it is important that the teacher is fulfilling the needs of all learners, so knowing the students and providing the learning that suits them will more likely help students succeed.
Reflecting on my own experiences in school I can remember a few things I preferred when thinking about assessment. For as long as I can remember when it came to final assessments I preferred presentations and final projects. I think the reason why I developed what I like for this type of assessment was that I am a visual and kinesthetic learner. During my experiences in school and still, in university, I feel that I excel better in being able to present a concept about something or creating/developing a final project for my final assessment rather than taking a test. However, although this type of assessment was that I preferred doing many of my classes especially in my older elementary and high school education, final assessments were more directed in taking a test. Since I can remember I have always suffered from having test anxiety for several reasons. A few of my reasons being; I am scared I am not going to finish the test in the required time frame, I was scared that I was going to forget everything when it came to me writing the test even though I did the study or having the fear of studying the wrong things. With me being worried about these things I develop more of a fear of tests when I transition into high school. During my high school experience at the end of each term, it was required that we would have a final assessment. Typically for these final assessments, it would be a long written exam. The thing that stressed me out about these final exams was how much it was worth towards my final grade. Moving forwards and looking back on this experience, it has made me realize how sometimes final exams can be disrupting and inaccurate on a student’s academic. Becoming an educator and after learning more about assessment this semester it is evident that assessing students can be much more than just giving students a huge exam at the end of a unit or semester. Although on some occasions it might be necessary to give students a test, there is another way to assess students. I believe that many teachers have become dependable on giving students quizzes and tests because it is easy for teachers to mark and assess. However, in reality, sometimes it is not realistic. Formative and summative assessments are both tools that go hand in hand. Before and during the unit/lesson teachers can formative assess the students. In terms of summative assessing students, there are a variety of options. When teachers begin to know their students, it can give the teacher a better understanding of their strengths and weaknesses in their learning. Designing a variety of options for the learners can provide better success. Catering to all types of learners, whether that is kinesthetic, auditory, visual, or read/, writer it will help benefit students and their learning.
For me becoming an educator and reflecting upon ECS 401 this semester has made me realize that assessment is something that is constantly being used in the classroom. Almost everything that is done in the classroom, can be somehow related to a form of assessment. Moving forward towards my career, in my future classroom, assessing is going to be something that I am going to take seriously, but not make it obvious to students. As mentioned before, growing up I had really bad test anxiety, so when teachers would tell me that I would have a test I would completely stress out and refuse to go to school. Taking this experience with me into my classroom, I want to make a dynamic that my future students will feel comfortable in their learning and allow them to understand why it is important that we are constantly reflecting upon our learning and understandings. Although tests will have to be used in the classroom occasionally, I believe using different terminology in the classroom when addressing tests and exams is something that could relieve some stress to some students.
After watching the Introductions video, I branch out in watching the Elementary- Favourite Assignment and Elementary-Assessment Tools videos. In the Elementary- Favourite Assignment video all the teachers shared various ideas and concepts about their favorite assignment. One assignment that stood out to me was the bridge assignment. I liked how cross-curricular it was and how many components of ongoing assessments were being used for this project. The teacher mentioned that this assignment takes over 3 months to do with all the various elements that the students need to prepare for within the project. With that, the teacher mentioned that it connected within different subject areas such as arts. ed, maths, english, and science. Another teacher mentioned their favorite assignment being doing different types of math games. The teacher mentioned that her main goal was to find ways for students to enjoy math. She found that if she still used the manipulatives in math, but brought in math game components she found that students were more engaged and enjoyed learning math. My biggest takeaway that I learned from this video was that based on all the teachers sharing their favorite assignments, the majority of them were based around either hands-on learning or project-based learning. Noticing this, I found that with most of them being this type of learning, most teachers were able to make cross-curricular connections that would be able to fit multiple components to the curriculum.
Looking at the Elementary-Assessment Tool video, the teachers share the various ways that they assess their students. Throughout the video, I noticed some commonalities within the teachers and forms of assessments that they use in their classroom. The first thing that I noticed in the forms of formative assessment was that the majority of the teachers used checklists in most of their subjects. Many of the teachers mentioned that doing checklists are an easy way of keeping track of if the student is on track throughout the process of their learning. Building on this, one of the teachers mentioned a handy resource that she used when making notes on her students. She uses an online resource called Google Keeps, and on this resource, she can keep online ‘sticky notes’ of her students and their development throughout the school year. I thought this was a very interesting way in keeping track of ongoing assessments throughout the school year. Another thing that I noticed was that most teachers used Rubrics mostly in E.L.A. Many of the teachers mentioned that it was not only an easier way for them to mark, but it was a good way for students to see the expectation of the assignment and what is required from them. One of the teachers made a good point about using rubrics. He mentioned that using rubrics in the classroom is essential in helping students succeed in the assignment. When he is explaining an assignment he will read the rubric and I will show various examples of different work, both good and bad examples to show why these students received these grades based on using the rubric.
In connection to both of the videos, one big connection that I made from it was the importance of using your school division's resources. In both videos, many of the teachers mentioned various resources from Regina Public School Division are essential when making lessons and finding different types of assessments in the classroom. Another big connection that I made was the importance of asking other teachers for help and resources when making assignments and assessing students. As a few of the teachers mentioned in the video, they said it is important as a new teacher to not hesitate and ask other teachers for resources and help when planning your units.
During my three-week block, I was placed in a grade 3 classroom at Deshaye Catholic School. After being there for the first few days, I quickly began to get familiar with the class dynamic and the students. In my experience, I was able to teach a social studies unit focusing on maps and globes. When planning for this unit, I was so overwhelmed for various reasons, but my main concern was on how I was going to assess the students' learning throughout their learning. With that being said, over my time of planning and the support of my cooperating teacher I was able to come up with a few forms of formative assessments. For the first week of my unit, our main learning goal was to learn a variety of maps. For this, we were able to explore different maps by using technology and images. For this part of the unit, I formative assessed the students by checking if they knew the different characteristics of different kinds of maps. To assess them, at the beginning of my lesson I hand out a worksheet, on the front page we went through it as a class. As a class, I put together a PowerPoint with the various types of maps on it, on the worksheet, the students had clues on what characteristics were on each map. In class, I would display one of the maps on the board and the students would use the clues on their page to figure out the answer. Once the students found the answer they would fill it out on their page. By the end of the front of the page, the students would have each type of map along with the characteristics of each of them. Moving to the back page, the students would work individually to answer the questions. In the second week, we explored the world’s continents and oceans. For this I used a form of summative assessment because I gave the students a mini quiz, making the students label the continents and oceans on the map. Another form of assessment that I did with the students as I did a little review game. I made a PowerPoint that consisted of all the different elements that I taught the students over the unit. For the game, each student was given a mini whiteboard and whiteboard marker. During the game, I would ask the students a question and then the students would write down the answer. During this activity the students were not allowed to share their answers with their peers; they were only allowed to show me. When they showed me, I formative assessed them and made mental notes on who was getting the majority of the answers right/wrong. To wrap up the unit, I gave the students a final project, where they were assigned to make their islands. To assess this assignment I did a formative assessment during the project. I formative assessed the students in completing their rough draft and completing their booklet by using a checklist. Me assessing them on this allowed me to see if they were following directions and to see that they had everything for their map. Next, I summatively assessed the students on their final draft of their map. For this, I made a rubric and I was able to assess the students' work.
Based on my pre-internship experience I believe that some of my assessments were effective in helping the students learning. Although I was only able to use a little bit of assessment in my experience it would have been nice to see more ways to assess literacy and math. With that being said, during my experience, assessment is something that is always happening in the classroom, but something that surprised me was the variety of different types of learners. In the classroom that I was in, there were a few students that needed more time and direction on assignments than others. From that and looking upon what was discussed about differentiation in ECS, that is something to be concerned about when forming assessment and building relationships in the classroom. Moving forward from this experience I have gained so much and I am motivated to continue to strengthen my teaching practice.
Before coming into ECS 401 I was still very unsure of the fundamentals about the significance of assessment in the classroom. With that being said, throughout this class, I have learned a variety of elements towards the importance of assessment and the critical roles that it can play within the classroom. Richard Mayer’s article Rote Versus Meaningful Learning (2010) talks about the significance of making effective learning within the classroom. In the article, it states; “Two of the most important educational goals are to promote retention and to promote transfer (which, when it occurs, indicates meaningful learn-ing)” (Mayer, p.1). For me, when reading this article at the beginning of the semester, I began to have a deeper understanding of the significance of developing quality forms of lessons and assessments for the students. In the reading it also stated; “Meaningful learning occurs when students build the knowledge and cognitive processes needed for successful problem-solving. Problem-solving in- involves devising a way of achieving a goal that one has never previously achieved; that is, figuring out how to change a situation from its given state into a goal state” (Mayer, p.2). Creating a learning environment and building those relationships with your students is also important when making your students more successful in the classroom.
In Starr Sackstein’s book; Peer feedback in the classroom: Empowering students to be the experts (2017) in chapter 3; What Meaning Feedback Looks Like it talks about the importance of giving effective feedback to the students. The reading gives examples of providing effective feedback and an appropriate approach in giving/assessing in the classroom. In the reading it states; “focus on one or more points at a time rather than trying to address everything at once. Keep the feedback tight and focused on specific learning goals” (Sacksteins, p.39). With that, moving forward into my career it is important to acknowledge feedback is an important aspect of the assessment. Providing feedback whether it is verbal or written it is important to be mindful and respectful towards the students' work. By being more mindful while giving feedback might be easier for students to understand and gain confidence in their learning.
The book Assessment and Student Success in a Differentiated Classroom written by Carol Ann Tomlinson and Tonya R. Moon, focuses on the different elements of differentiation and how it can bring success within the students' learning. In the book, it states; “for differentiation to be effective, teachers need to know, for each student, where that student begins and where that student is in the individual journey toward meeting the criteria of the lesson or unit” (Tomlinson & Tonya, p.8). Taking away what this book has stated about differentiation and connecting it with assessment, I have come to terms that effective assessment comes from understanding students’ needs within the classroom. Having differentiation can be a big element in the classroom, so understanding how to handle and compensate for all student’s needs and ways to assess them is important.
Overall, the philosophy of assessment has changed over this semester. I have learned various elements on what makes effective assessments and how to adapt to using assessments in the classroom. Moving forward into becoming a teacher and taking the things that I learned from this class, has made me realize that assessment plays a big role in the classroom and can find in making sure students are learning.
Resources
Mayer, R. E. (2010). Rote Versus Meaningful Learning. Retrieved 2020, from https://doi.org/10.1207/s15430421tip4104_4. doi:10.1207/s15430421tip4104_4
Sackstein, S. (2017). Peer feedback in the classroom : Empowering students to be the experts. ProQuest Ebook Central https://ebookcentral-proquest-com.libproxy.uregina.ca
Tomlinson, Carol Ann, and Tonya R. Moon. Assessment and Student Success in a Differentiated Classroom, Association for Supervision & Curriculum Development, 2013. ProQuest Ebook Central, https://ebookcentral-proquest-com.libproxy.uregina.ca/lib/uregina/detail.action?docID=1441532.
Mayer, R. E. (2010). Rote Versus Meaningful Learning. Retrieved 2020, from https://doi.org/10.1207/s15430421tip4104_4. doi:10.1207/s15430421tip4104_4
Sackstein, S. (2017). Peer feedback in the classroom : Empowering students to be the experts. ProQuest Ebook Central https://ebookcentral-proquest-com.libproxy.uregina.ca
Tomlinson, Carol Ann, and Tonya R. Moon. Assessment and Student Success in a Differentiated Classroom, Association for Supervision & Curriculum Development, 2013. ProQuest Ebook Central, https://ebookcentral-proquest-com.libproxy.uregina.ca/lib/uregina/detail.action?docID=1441532.