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Slide 2 Session 3 Slide 3 The evidence should be credible & helpful. Implications: the assessments should Be grounded in real-world applications, supplemented as needed by more traditional school evidence Provide useful feedback to the learner, be transparent, and minimize secrecy Be valid, reliable - aligned with the desired results of Stage 1 (and fair) Slide 4 Template fields ask: What are key complex performance tasks indicative of understanding? What other evidence will be collected to build the case for understanding, knowledge, and skill? What rubrics will be used to assess complex performance? Slide 5 Saskatchewan Ministry of Learning Slide 6 Build assessments anchored in authentic tasks using GRASPS: What is the Goal in the scenario? What is the Role? Who is the Audience? What is your Situation (context)? What is the Performance challenge? By what Standards will work be judged in the scenario? Slide 7 Slide 8 i.e. You really understand when you can: Explain Interpret Apply Perspective Empathize Self-knowledge Slide 9 Slide 10