GETCA 2025

What is it that we want a student’s grade to tell us? More importantly, what do want a breakdown of their grade to tell us? Too often, traditional grade categories tell us whether students are strong or struggle with unit exams or assignments, but tell us little about what cognitive skills and abilities they need in order to improve their learning. This session will examine the advantages of cognitive-based grade categories, how it can improve assessment design, and give more detailed feedback to students on what cognitive skills they need to improve their learning. We will also examine examples of cognitive-based grading (including year plans, assessments and grade book setup) in multiple subject areas, and look at ways to adapt your current assessments so this is not more work for teachers. Participants will learn about an assessment approach that can be easily adapted to their current practice so that their assessments give them a clearer picture of where their students are strong or struggling, as well as examine examples that show how it works in different grade levels and subject areas. Resources will be shared and participants will have the opportunity to make a Cognitive-Based Assessment.

What happens when we give an assessment and find that many students are not meeting the outcomes--now what? This session will look at building more targeted assessments that show where students are at in their learning--do they have the foundational skills? Are they struggling with complexity or abstract concepts? Are they showing signs of going beyond the outcomes? Scaffolded assessments give a much clearer picture of student learning and help teachers determine interventions for students who struggle. Participants will develop a scaffolded assessment based on the outcomes they are currently teaching that will show where students are at in their learning.

Research shows that investing time in identifying and developing lagging prerequisite skills leads to better outcomes for new learning. This session will seek to answer 1. How do we identify priority outcomes and the prerequisite skills needed to master them? 2. What do we know about the development of knowledge and skills--looking at cognitive skills through the work of Bloom, Webb and Hess 3. How do we assess student prerequisite skills before new learning? 4. Once we know what skills are lagging, how do we support students to develop them? 5. How do we scaffold learning to support prerequisite skill development? At each stage, participants will be invited to develop ideas to use in their classroom practice.

The primary focus in secondary language arts tends to be vocabulary and comprehension--but what about students who struggle with foundational reading skills? This session will explore an approach that gets secondary students to work with words so they can use the phonological, morphographic and structural elements of words to find meaning, increase fluency, and build vocabulary, without having to use elementary-focused resources.

Teachers spend a lot of time giving students feedback but it does not always mean students will use that feedback to improve their learning. This session will explore different ways to use a dialogic feedback approach that is interactive and involves students at every stage of the assessment cycle. From strategies to technology that are designed to make assessment more targeted, efficient and easier for teachers to use, participants will leave this session with concrete ways to increase students' feedback uptake.

Trying to find ways to have your staff work together for a common purpose or looking for ways to analyze common assessments that staff can use in their professional learning teams? This session will explore the Evidence Analysis Protocol (Donohoo, 2017), a six-step process that leaders can use to engage their staff that not only helps them analyze common assessment data (think RCAT, MIPI achievement or diploma data) but also build collective staff efficacy and have a process to use with their professional learning teams. Participants will be able to engage in a data analysis protocol (doesn't sound very exciting, I know...but it is actually!). Experiencing the protocol will allow leaders to model and implement this approach with their staff during collaborative team meetings. This effective approach keeps everyone engaged, focused on the task and generates great ideas and insights.

Have you heard of the mystical new assessment platform known as Vretta? Do you wish you knew more? If you answered "yes" to either of the previous questions, then this session may be right for you! Starting this year, high schools in Alberta will be required to use the Vretta platform to administer diploma exams. Join me as I walk you through using the Vretta platform in your classroom. From getting classes and assessments set up to viewing student responses and troubleshooting some glitches, this session will cover it all. There will also be resources available for introducing students to the Vretta system and a question and answer session.

Have you ever wondered how to respond to your students' comments about food? Most of us grew up hearing foods described as “healthy” or “unhealthy,” but categorizing foods this way can harm our relationship with food and cause stress about eating. So how do we flip the script on this conversation with students? Join our Registered Dietitians in this interactive session exploring practical examples and strategies of how to have inclusive conversations around all foods with your students. Come and be part of the conversation! Teachers will leave this session with - Ready-to-use classroom materials and teaching tools.  - Strategies to promote inclusive conversations about food and eating in the classroom - Support from Registered Dietitians including tools which reflect best practices in nutrition education for your students

Are you confused about the information overload regarding youth resistance training? Join Amie (a certified strength & conditioning specialist, Kinesiologist & Olympic Weightlifting coach) for an evidence based session that examines how to safely implement youth resistance training at all ages.