{"type":"rich","version":"1.0","provider_name":"Transistor","provider_url":"https://transistor.fm","author_name":"Imagine This - Ideas & Stories for Creative, Meaningful Teaching","title":"Assessment Pays for the Party with Jennifer Moroz","html":"","width":"100%","height":180,"duration":3156,"description":"How do you make creative, cross-curricular projects easier to assess?\nIn this episode of Imagine This, Dylan sits down with BC educator Jennifer Moroz to talk about the assessment frameworks that make rich classroom projects worth doing. From student podcasts to theatrical performances, Jennifer explains why assessment is what legitimizes creative learning and helps teachers clearly communicate what students have learned.\nTogether, they unpack learning progressions, rubrics, depth of knowledge, mastery learning, and the difference between learning activities and learning intentions. Jennifer also shares practical advice for using frameworks, AI, and professional learning communities to better align projects with curriculum and assessment.\nThis conversation is for educators who want to design engaging projects without losing sight of clear, meaningful evidence of learning.\nAbout Jennifer Moroz\nJennifer Moroz is a BC educator who has taught kindergarten through grade eight and currently works as a resource teacher. She is passionate about helping educators implement best practices in assessment. Through her YouTube channel, The Assessment Syndicate, Jennifer shares frameworks, tools, and conversations to support teachers in their day-to-day practice.\n\nIn this episode, you’ll hear:\n[00:03:17] How Jennifer discovered that “assessment pays for the party”\n[00:07:55] The researchers and books that shape Jennifer’s assessment practice\n[00:11:47] Why time and assessment literacy are major barriers for teachers\n[00:13:35] Depth of Knowledge and cognitive rigor explained\n[00:17:53] Applying assessment frameworks to an immigration podcast project\n[00:20:10] How to reverse-engineer a project from the final learning goal\n[00:23:57] Rubrics, learning ladders, and gradations of quality\n[00:27:26] Why BC curricular competencies require unpacking\n[00:31:44] The difference between a rubric and a learning progression\n[00:37:50] Managing cross-curricular assessment across subjects...","thumbnail_url":"https://img.transistorcdn.com/TPvf0RaL7cU2BkGfXxV7sfEevEpXsS5-4276iv0U_BU/rs:fill:0:0:1/w:400/h:400/q:60/mb:500000/aHR0cHM6Ly9pbWct/dXBsb2FkLXByb2R1/Y3Rpb24udHJhbnNp/c3Rvci5mbS9iYjll/YzBhZjczMjcyMjFh/ZGI5NjI4YzIxOTNj/Y2I3NS5qcGc.webp","thumbnail_width":300,"thumbnail_height":300}