CHAPTER V

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 CHAPTER V
Strategies for Assessing Student Work

Assessing student work is a fundamental aspect of effective teaching and learning, and it forms the
cornerstone of educational progress. The evaluation of student performance not only measures their
progress but also informs instructional decisions and provides valuable insights into the effectiveness of
teaching methods. In this ever-evolving educational landscape, where diversity and inclusivity are of
paramount importance, the need for varied and adaptable assessment strategies is more critical than
ever.

This comprehensive document is designed to be your guiding companion through the multifaceted
world of assessing student work. Our goal is to provide educators, both experienced and novice, with a
rich repository of strategies that can be tailored to meet the unique needs of learners and their
learning environments.

In the pages that follow, we will explore a wide array of assessment strategies that cater to diverse
learning styles, objectives, and contexts. From traditional written assessments to interactive,
technology-driven approaches, this document covers the spectrum. You will find detailed explanations
of each strategy, along with practical tips on their implementation and best practices for maximizing
their impact on student learning.

This guide is not just about numbers and grades; it is about the art of facilitating student growth. It
is about creating opportunities for students to demonstrate their understanding, creativity, and critical
thinking. We believe that the assessment process should be an integral part of the learning experience,
motivating students to strive for excellence and enabling them to take control of their educational
journey.

Additionally, we emphasize the importance of clear communication between educators and

students regarding assessment criteria, expectations, and the purpose of evaluations. When students
understand how they will be assessed and the criteria that will be applied, they can take more
ownership of their learning journey and become active participants in the process.

Our aim is to empower educators to create fair, effective, and inclusive assessment processes that
benefit both students and instructors. We invite you to use this guide as a resource to enhance your
teaching methods, promote student engagement, and support the development of lifelong learners.
Whether you are exploring innovative digital assessment methods, considering alternative forms of
evaluation, or simply seeking to refine your existing strategies, this document offers the insights and
guidance you need.

Let's embark on a journey through the world of assessment strategies, equipping you with the
knowledge and tools to better understand your students' progress, provide them with meaningful
feedback for continuous improvement, and foster an educational environment that values diversity and
growth.

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 Assessing student work is an essential component of the teaching and learning process. It helps educators
understand how well students are grasping the material, and it provides valuable feedback to students for
improvement. Here are some strategies for assessing student work effectively:
1. Clear Learning Objectives: Before assessing any work, ensure that you have clear, measurable
learning objectives. These objectives should align with the course or lesson content and serve as a
guide for assessment.
2. Formative Assessment: Incorporate ongoing, formative assessments throughout the learning
process. These can include quizzes, polls, class discussions, and other activities that provide
immediate feedback and help both you and the students gauge their progress.
3. Summative Assessment: At the end of a unit or course, use summative assessments like exams,
projects, or papers to evaluate the overall understanding and application of knowledge. These
assessments provide a summary of what students have learned.
4. Rubrics: Develop clear and detailed rubrics for various types of assignments. Rubrics make your
assessment criteria explicit and help ensure consistency in grading. Share the rubrics with your
students, so they know what is expected of them.
5. Peer Assessment: Encourage students to assess and provide feedback to their peers. This can help
them develop a deeper understanding of the material and improve their own work.
6. Self-Assessment: Ask students to reflect on their own work, comparing it against the learning
objectives and assessment criteria. This self-assessment can help them take more ownership of
their learning.
7. Diverse Assessment Methods: Use a variety of assessment methods to accommodate different
learning styles and abilities. These may include written assignments, presentations, group projects,
oral exams, and practical demonstrations.
8. Authentic Assessment: Design assessments that mimic real-world tasks or scenarios, making the
content more relevant and engaging. For example, instead of traditional essays, have students
write policy briefs or marketing proposals.
9. Feedback: Provide timely and constructive feedback. Offer specific comments on what students did
well and where they need improvement. Feedback should be actionable and focused on the
learning objectives.
10. Use Technology: Leverage educational technology for assessments. Tools like learning management
systems (LMS), online quizzes, and plagiarism checkers can streamline the process and provide
additional data for analysis.
11. Anonymize Grading: If possible, consider anonymizing assignments during the grading process to
reduce bias. This can be particularly important in essay or open-ended assessments.
12. Continuous Improvement: Regularly review and refine your assessment strategies. Use feedback
from students, the results of assessments, and your own observations to make improvements to
your teaching and evaluation methods.
13. Data Analysis: Collect and analyze assessment data to identify trends and areas where students may
be struggling. This information can guide instructional adjustments.
14. Inclusivity: Ensure your assessments are fair and accessible to all students. Accommodate students
with disabilities, and be mindful of potential cultural or gender biases in assessment methods.
15. Reflect on Your Own Assessment: Periodically reflect on your assessment practices and consider
whether they align with your learning objectives and the needs of your students. Be open to
adjusting your approach.

Remember that assessment is not just about assigning grades; it's about providing meaningful feedback to
help students learn and grow. It should be a supportive and informative part of the educational process.

15
Rubrics: Useful Assessment Tools

Rubrics can be excellent tools to use when assessing

students’ work for several reasons. You might consider
developing and using rubrics if:

 You find yourself re-writing the same comments

on several different students’ assignments.
 Your marking load is high, and writing out
comments takes up a lot of your time.
 Students repeatedly question you about the
assignment requirements, even after you’ve
handed back the marked assignment.
 You want to address the specific components of your marking scheme for student and
instructor use both prior to and following the assignment submission.
 You find yourself wondering if you are grading or commenting equitably at the beginning,
middle, and end of a grading session.
 You have a team of graders and wish to ensure validity and inter-rater reliability.

What is a rubric?

 A rubric is an assessment tool that clearly indicates achievement criteria across all the
components of any kind of student work, from written to oral to visual. It can be used for
marking assignments, class participation, or overall grades. There are two types of rubrics:
holistic and analytical.

Holistic rubrics

 Holistic rubrics group several different assessment criteria and classify them together
under grade headings or achievement levels.

Analytic rubrics

 Analytic rubrics separate different assessment criteria and address them

comprehensively. In a horizontal assessment rubric, the top axis includes values that can
be expressed either numerically or by letter grade, or a scale from Exceptional to Poor (or
Professional to Amateur, and so on). The side axis includes the assessment criteria for
each component. Analytic rubrics can also permit different weightings for different
components.

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How to make a rubric

1. Decide what criteria or essential elements must be present in the student’s work to ensure that it
is high in quality. At this stage, you might even consider selecting samples of exemplary student
work that can be shown to students when setting assignments.
2. Decide how many levels of achievement you will include on the rubric and how they will relate to
your institution's definition of grades as well as your own grading scheme.
3. For each criterion, component, or essential element of quality, describe in detail what the
performance at each achievement level looks like.
4. Leave space for additional, tailored comments or overall impressions and a final grade.

Developing rubrics interactively with your students

You can enhance students’ learning experience by involving them in the rubric development
process. Either as a class or in small groups, students decide upon criteria for grading the assignment. It
would be helpful to provide students with samples of exemplary work so they could identify the criteria
with greater ease. In such an activity, the instructor functions as facilitator, guiding the students toward
the final goal of a rubric that can be used on their assignment. This activity not only results in a greater
learning experience, it also enables students to feel a greater sense of ownership and inclusion in the
decision making process.

How to use rubrics effectively

Develop a different rubric for each assignment

Although this takes time in the beginning, you’ll find that rubrics can be changed slightly or re-
used later. Whether you develop your own or use an existing rubric, practice with any other graders in
your course to achieve inter-rater reliability.

Be transparent

Give students a copy of the rubric when you assign the performance task. These are not meant
to be surprise criteria. Hand the rubric back with the assignment.

Integrate rubrics into assignments

Require students to attach the rubric to the assignment when they hand it in. Some instructors
ask students to self-assess or give peer feedback using the rubric prior to handing in the work.

Leverage rubrics to manage your time

When you mark the assignment, circle or highlight the achieved level of performance for each
criterion on the rubric. This is where you will save a great deal of time, as no comments are required.

Include any additional specific or overall comments that do not fit within the rubric’s criteria.

Be prepared to revise your rubrics

Decide upon a final grade for the assignment based on the rubric. If you find, as some do, that
presented work meets criteria on the rubric but nevertheless seems to have exceeded or not met the
overall qualities you’re seeking, revise the rubric accordingly for the next time you teach the course. If

17
the work achieves highly in some areas of the rubric but not in others, decide in advance how the
assignment grade is actually derived. Some use a formula, or multiplier, to give different weightings to
various components; be explicit about this right on the rubric.

Consider developing online rubrics

If an assignment is being submitted to an electronic drop box you may be able to develop and
use an online rubric. The scores from these rubrics are automatically entered in the online grade book in
the course management system.

Assessment Trends In Education: A Vision for Assessing Today’s Students

Throughout the K-12 learning landscape, assessment practices are changing to embrace
assessment for learning, not assessment of learning. Consistent with 21st Century learning and the
benefits brought on by better assessment tools, assessment is becoming more student-centric, offering
educators the insights that will help them determine the best instructional next steps and how to make
learning more personal for the individual student.

Trading the punitive elements of policies like No Child Left Behind for the growth mindset
presented in the Every Student Succeeds Act (ESSA), states are now able and incented to take advantage
of alternatives to the expensive, high-stakes, end-of-level tests that have persisted for decades despite
providing little benefit to the students.

There is Power in Formative Assessment

Though a list of trends this may be, the growing practice of deliberate formative assessment is
here to stay. When educators embed frequent, in-class assessment into daily instruction they’re gathering
the data they need to identify student levels of understanding, target intervention, and evaluate their
instructional practices individually and across their teams.

Formative assessments, whether graded or ungraded, can and should be carried out in a variety
of modalities (i.e. paper-and-pencil or online quizzes, verbal cues, informal observations by the teacher,
etc), with each providing nuanced insights into student understanding that drive instruction. Teachers and
students begin to view assessments as informative rather than punitive. Differentiated, ongoing
assessments should address the varied levels of understanding that make up every classroom.

The power of formative assessment (and sources of formative assessment data) therefore lies not
in the data but in how the data can be used to inform teaching and learning.

From Traditional Grading to Standards-Based

“When a measure becomes a target, it ceases to be a good measure.” -Goodhart’s Law

Traditional grading approaches provide letter and/or number grades meant to show a student’s
overall academic standing, yet this offers students, teachers, and parents little to no insight into what the
student has actually learned.

Standards-based learning greatly benefits students by changing the conversation from “What is
my grade?” to “What do I know?” This seemingly subtle difference leads to not-so-subtle shifts in how
educators approach learning and address student levels of understanding.

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 When focused on what students actually know and don’t know, teachers and stakeholders realize
the need to identify deficiencies in a student’s learning, using these insights to adjust instruction. Students
can work to achieve mastery prior to moving on to more complicated skills and concepts. Progression is
now based on understanding and readiness, rather than by some other schedule disconnected from the
student’s needs.

More than just a tactic, the standards-based model supports the growth mindset behind
authentic, life-long learning.

More Actionable Assessment Data

As the edtech landscape has grown, so too has the ability to gather student performance data.
The large quantities of data thus begs the question: what to do with them?

Among the shifting mindsets within K-12 education is the need for schools and districts to move
from a culture of collecting data to one of using data. Formative and benchmark assessments (and
other types of assessment) provide data teachers can use, in the moment, to improve student outcomes.
By upgrading the tech tools used in the assessment process, teachers can simplify and shorten the
feedback loop, becoming increasingly accustomed to using data to drive their instruction.

As teachers, schools, and entire districts find themselves using common platforms for gathering
and using formative and benchmark assessment data, all aligned to common standards, such stakeholders
are better able (and more willing) to collaborate around assessment data to support resource sharing,
instructional best practices, and larger learning trends.

Alternatives to End-of-Level testing

With the unacceptable results of high-stakes testing persisting each year, ESSA offered states
much needed relief with the opportunity to replace end-of-level tests with alternative, ‘innovative
assessments.’

Among the alternatives being developed, breakthroughs in machine learning have allowed
psychometric models (i.e. valid and reliable) that reduce assessment seat times and improve the quality
of actionable data. These models can do far more to improve student growth while requiring much less of
the students, from a testing standpoint. It’s a win across the board, but most importantly for the students
and their academic growth.

Assessment Technology is Evolving

Across the board, the world of education is growing accustomed to the presence of technology,
even coming to expect it as a part of the learning process. Teachers have moved from the question of
“Should I use technology?” to “How can I integrate techno logo best, enhancing the learning experience
without hijacking it?”

Students are increasingly comfortable with the myriad ways in which tech allows them to gain,
and demonstrate, skills and understanding. Even parents are expecting more frequent and extensive
insight into their child’s learning and classroom environment, accessing such insights directly from their
phone.

Whether it’s the mindset, the tech, the practice, or something yet unseen, what is certain is that
change will continue to impact our teachers and students in the classroom. When it comes to changes in
assessment, we should always seek to better understand the needs of each student. Most importantly we

19
 must always remember that if we solicit data from students, we have a moral obligation to use that data
to directly benefit those students.

The goal of any change should always be to improve and make learning personal for each student–
that’s the change we like to see.

====================================================================================

"Strategies for Assessing Student Work":

The Role of Peer Assessment in Enhancing Learning Outcomes

Explanation: Peer assessment involves students evaluating the work of their peers. It can be a powerful tool
for improving learning outcomes as it encourages students to critically evaluate and provide feedback on their peers'
work, promoting a deeper understanding of the subject matter and the development of evaluation and
communication skills.

Example: In a writing class, students can peer-review essays written by their classmates. They provide
constructive feedback on structure, grammar, and content, which not only helps the writer improve but also enhances
the reviewer's ability to identify and analyze good writing.

Culturally Inclusive Assessment Practices

Explanation: This topic addresses the importance of creating assessments that are culturally inclusive,
considering diverse backgrounds and experiences of students. It involves designing assessments that do not
disadvantage any particular cultural or linguistic group.

Example: In a diverse classroom, a math teacher could provide word problems that draw on real-life
scenarios and examples from various cultures, ensuring that students from different backgrounds can relate to and
understand the context of the problems.

The Impact of Feedback on Student Performance

Explanation: Feedback is a crucial part of assessment. This topic explores how the quality and timeliness of
feedback can significantly impact student performance. Effective feedback provides guidance for improvement and
motivates students to excel.

Example: A teacher provides detailed written feedback on a student's history essay, highlighting the strengths
and areas for improvement. The student uses this feedback to make revisions and achieves a higher grade on the final
submission.

Leveraging ePortfolios for Authentic Assessment

Explanation: ePortfolios are digital collections of a student's work over time. This topic discusses how
ePortfolios can be used for authentic assessment, allowing students to showcase their learning journey, skills, and
achievements.

Example: A college student creates an ePortfolio that includes essays, presentations, and research projects
from various courses. They use this portfolio when applying for internships, providing evidence of their skills and
academic growth.

Performance-Based Assessments for Skill Development

Explanation: Performance-based assessments require students to demonstrate their knowledge and skills
through real-world tasks. This topic explores how these assessments can be used to evaluate practical skills and
application of knowledge.

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 Example: In a science class, students are tasked with designing and conducting experiments to test scientific
concepts. Their ability to plan, execute, and analyze these experiments becomes the basis for assessment.

Assessment in Online Learning Environments

Explanation: With the growth of online education, assessing student work in digital environments is essential.
This topic covers strategies for assessing student work effectively in virtual classrooms and e-learning platforms.

Example: An online instructor uses discussion forums and quizzes to assess student participation and
understanding of course material. They also track online activity and engagement to gauge student performance.

Assessment Strategies for Special Education

Explanation: Special education students often have unique learning needs. This topic discusses strategies and
adaptations in assessment to accommodate those needs, ensuring fair and meaningful evaluation.

Example: A special education teacher uses alternative assessment methods such as visual aids, manipulatives,
or extended time to assess the progress of students with learning disabilities.

Assessing Critical Thinking and Problem-Solving Skills

Explanation: Assessing critical thinking and problem-solving skills involves evaluating a student's ability to
analyze, synthesize, and solve complex problems. This topic explores methods to measure these higher-order thinking
skills.

Example: A philosophy professor assesses students by presenting ethical dilemmas and asking them to
critically analyze and provide solutions, demonstrating their ability to think critically.

The Use of Self-Assessment for Student Empowerment

Explanation: Self-assessment involves students reflecting on their own work and progress. This topic
examines how self-assessment can empower students to take control of their learning and development.

Example: In a language class, students assess their own speaking and writing skills periodically, setting goals
for improvement and reflecting on their language acquisition journey.

These explanations and examples provide an overview of various assessment-related topics and how they can
be applied in educational settings. You can choose one or more of these topics to explore further based on your
specific document's focus and objectives.

Data-Driven Decision Making in Education

Explanation: Data-driven decision making involves using data and analytics to inform educational strategies,
curriculum development, and assessments. This topic discusses how educational institutions and teachers can
leverage data to improve learning outcomes.
Example: A school district uses student performance data from standardized tests to identify areas where
students are struggling. They then allocate resources to provide additional support in those specific subjects.
The Ethics of Assessment in Education
Explanation: Ethical considerations in assessment involve ensuring fairness, transparency, and equity in the
evaluation of student work. This topic explores the ethical principles that should guide assessment practices in
education.
Example: A teacher ensures that students have equal access to assessment accommodations as needed,
based on individual needs, to maintain a fair and ethical assessment environment.
The Future of Assessment: Predictive Analytics and Learning Analytics
Explanation: Predictive analytics and learning analytics use data to predict student performance and inform
instructional decisions. This topic delves into the evolving role of analytics in shaping the future of assessment.
Example: A university uses learning analytics to identify at-risk students based on their engagement with
course materials. Professors then provide targeted support to help those students succeed.
Portfolio Assessment: Showcasing Student Growth
Explanation: Portfolio assessment involves collecting and evaluating a student's work and accomplishments
over time to demonstrate growth and achievement. This topic explores the use of portfolios as a comprehensive
assessment tool.
Example: A high school art teacher asks students to maintain a portfolio throughout the semester,
showcasing their artwork, reflecting on their progress, and providing evidence of their artistic development.
Assessment in the Age of Competency-Based Education
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 Explanation: Competency-based education focuses on students mastering specific skills and knowledge. This
topic examines how assessment aligns with the competency-based model, emphasizing the measurement of
proficiency.
Example: In a competency-based program, students are assessed based on their ability to demonstrate
specific skills, and they advance to the next level of learning once they've mastered the required competencies.
These additional explanations and examples cover a wide range of topics related to assessing student work,
including the ethical considerations, the use of data for decision-making, and emerging assessment trends. Depending
on your document's focus and objectives, you can further explore one or more of these topics to provide in-depth
insights into assessing student work effectively.

Activity: Assessment Trends Gallery Walk

Objective: To help students understand and critically assess the current assessment trends in education.
Materials Needed:
 Large sheets of paper or poster boards (one per assessment trend)
 Markers
 Printouts or images representing various assessment trends (formative assessment, competency-based assessment,
alternative assessment, technology-driven assessment, etc.)
 Wall space or tables to display posters
Instructions:
1. Preparation:
 Create posters for each assessment trend you want to cover in the lesson (e.g., formative assessment, competency-
based assessment, alternative assessment, technology-driven assessment).
 On each poster, provide a brief description of the assessment trend, its key features, and its advantages and
disadvantages. Include relevant examples or case studies.
2. Setting up the Gallery:
 Place the posters around the classroom, either on walls or tables, ensuring that each assessment trend has its own
designated area.
 Distribute markers and sheets of sticky notes to students.
3. Exploration (15 minutes):
 Instruct students to walk around the classroom and explore each poster. They should read the descriptions and
take notes on what they learn.
 Encourage students to write down questions or comments on sticky notes and attach them to the relevant posters
if they have any.
4. Discussion (20 minutes):
 After students have had a chance to explore the posters, gather the class for a discussion.
 Facilitate a discussion about each assessment trend:
 Ask students to share what they found interesting or surprising about each trend.
 Encourage them to discuss the potential benefits and drawbacks of each trend.
 Invite students to share their questions and comments from the sticky notes.
 Guide the discussion toward understanding which trends align with the course objectives and why.
5. Reflection (10 minutes):
 Conclude the activity with a reflection:
 Ask students to identify which assessment trend they find most promising and explain why.
 Discuss the implications of these trends for their own learning and future career paths.
6. Wrap-Up (5 minutes):
 Summarize the key takeaways from the activity.
 Emphasize the importance of staying informed about assessment trends in education.

This "Assessment Trends Gallery Walk" activity encourages students to actively engage with the material, ask questions, and share
their opinions. It promotes a deeper understanding of current assessment trends and allows for thoughtful discussion and reflection.

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ctivity: Assessment Redesign and Trends Analysis
Objective: To enable students to apply their understanding of assessment strategies, develop a rubric, analyze assessment trends in
education, and explore the impact of assessment technology.
Materials Needed:
 Access to computers or tablets
 Access to the internet and educational resources
 Writing and drawing materials (paper, markers, or digital tools)
Instructions:
Part 1: Developing Rubrics (40 minutes)
1. Introduction (5 minutes):
 Recap the importance of rubrics and their role in assessing student performance.
 Emphasize that rubrics provide clear criteria for evaluating assignments and help both teachers and students
understand expectations.
2. Rubric Development Activity (30 minutes):
 Provide students with a sample assignment (e.g., a short essay, a presentation, or a problem-solving task).
 Instruct students to work individually or in pairs to create a rubric for assessing the assignment.
 The rubric should include clear criteria, descriptions of what constitutes exemplary, proficient, basic, and below-
basic performance, and a point scale.
 Encourage creativity and originality in designing the rubrics.
 Allow time for students to present and explain their rubrics to the class.
3. Discussion (5 minutes):
 Facilitate a discussion about the rubrics created by students, highlighting the key components of effective rubrics
and their role in promoting transparency and fairness in assessment.
Part 2: Understanding Assessment Trends (20 minutes)
4. Introduction (5 minutes):
 Discuss the importance of staying informed about assessment trends in education to adapt to evolving needs and
methods.
5. Trends Analysis (15 minutes):
 Assign students to research and analyze a specific assessment trend in education (e.g., formative assessment,
competency-based assessment, alternative assessment, or technology-driven assessment).
 Instruct them to prepare a brief presentation or report that includes the following:
 An explanation of the chosen assessment trend.
 Examples of how the trend is used in real educational settings.
 The potential advantages and disadvantages of the trend.
 Insights into how the trend aligns with current educational goals and challenges.
 A summary of the most recent developments related to the trend.
Part 3: Observing Assessment Technology (20 minutes)
6. Introduction (5 minutes):
 Discuss the impact of technology on assessment in education and the ethical considerations associated with
technology-driven assessments.
7. Technology Observation and Discussion (15 minutes):
 Instruct students to use their computers or tablets to explore educational websites, learning management systems,
or assessment technology platforms.
 Ask them to identify and evaluate a specific technology-driven assessment tool (e.g., an online quiz platform or a
learning analytics dashboard).
 Students should consider its features, usability, benefits, and potential drawbacks.
 Have them discuss their findings in small groups and then share their observations with the class.
Conclusion (10 minutes):
8. Wrap-Up and Reflection (10 minutes):
 Lead a class discussion reflecting on the entire lesson.
 Encourage students to connect the activities in Parts 1, 2, and 3 to the overall importance of assessment in
education.
 Discuss the role of rubrics, assessment trends, and technology in shaping the future of education and student
success.
By the end of this comprehensive activity, students will have developed their own rubrics, gained a deeper understanding of
assessment trends, and observed the impact of assessment technology. They will also have reflected on the significance of
assessment strategies in education.
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Online Materials

 Retrieved:09-07-20-https://www.classcraft.com/blog/features/inclusive-classroom
environment/
 Retrieved:09-07-20-https://www.scholastic.com/teachers/articles/17-18/creating-an-
inclusive-classroom/
 Retrieved:09-08-20-https://www.steampoweredfamily.com/education/create-an-inclusive-
classroom/
 Retrieved:09-09-20-https://www.greatplay.com/articles/how-children-learn-motor-
skills
 Retrieved:09-09-20-
https://www.cdc.gov/healthyschools/physicalactivity/pdf/20_313305-B-
Michael_PolicyBrief_508Final.pdf
 Retrieved:09-09-20-https://www.scholastic.com/teachers/articles/teaching-
content/ages-stages-how-children-develop-motor-skills/
 Retrieved:09-10-20-http://literacybasics.ca/training/instructional-strategies/
 Retrieved:09-10-20-https://www.quizalize.com/blog/2018/02/23/teaching-strategies/
 Retrieved:09-10-20-https://www.edutopia.org/stw-school-turnaround-student-engagement-
video
 Retrieved: 09-10-20https://tophat.com/blog/instructional-strategies/
 Retrieved: 09-10-20- https://www.understood.org/en/school-learning/for-
educators/universal-design-for-learning/what-is-strategy-instruction
 Retrieved:09-10-20-https://www.teachthought.com/pedagogy/20-simple-assessment-
strategies-can-use-every-day/
 Retrieved:09-10-20:https://www.teachthought.com/pedagogy/assessment-trends-in-
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 Retrieved:09-11-20:https://uwaterloo.ca/centre-for-teaching-excellence/teaching-
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 Retrieved:09-11-20:https://www.gophersport.com/blog/classroom-management-in-
physical-education/
 Retrieved:09-11-20: http://www.thepeproject.com/behavior/index.html

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