Amy Long, BA, PGDip

Wonder. Learn. Grow. 

Understanding Assessments: A Journey of Growth and Reflection

​At key points during the year, I invite students to inquire into the purpose of assessments: why we assess their learning and how assessments support their growth. At the start of the year, we explore the different types of assessments: pre-assessments, formative assessments, and summative assessments, and why each is important. Students learn that pre-assessments establish their starting point, while formative assessments provide ongoing feedback that informs their learning journey. Throughout the year, regular “check-ins” help me support them with what they need to succeed. In one-on-one conferences, we reflect on their progress by comparing their growth from pre-assessments to their latest work. While students may still feel some nervousness, they understand that assessments are snapshots of where they are at a given moment, guiding them on their learning path.

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Integrating Learning Skills and Student agency

​Taking thoughtful consideration of how I incorporate learning skills—such as social, thinking, communication, research, and self-management skills—into my teaching across disciplines is central to fostering a strong learning culture. By embedding ATL (Approaches to Learning) skills into every engagement, I help students develop crucial abilities that support their growth as learners. In science, they apply research and thinking skills, while in social studies, they focus on communication and collaboration. Self-management is emphasized in activities like outdoor learning, where students set personal goals, manage time, and assess their boundaries in physical tasks. This holistic approach to teaching strengthens students’ ability to think critically, work collaboratively, and take ownership of their learning journey, making these skills transferable across subjects and real-life contexts. Through these intentional learning engagements, students are empowered to reflect on their growth and explore areas of interest, leading to deeper, more meaningful learning experiences.

Student agency is a key focus in my classroom, as I believe it fosters independence, ownership, and motivation. By providing opportunities for students to make decisions about their learning—whether through choosing activities based on their interests or setting their own learning goals—I encourage them to take an active role in their educational journey. This sense of agency enhances their ability to direct their learning, problem-solve, and reflect on their progress. Whether they are choosing a research topic in science, leading a group discussion, or taking charge of their time during an outdoor task, students are empowered to become confident, self-driven learners who are equipped to take on new challenges both inside and outside the classroom.