Know Thy Impact - Visible Learning · Know Thy Impact Sharing what Visible Learning looks like in...
Transcript of Know Thy Impact - Visible Learning · Know Thy Impact Sharing what Visible Learning looks like in...
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Know Thy Impact
Sharing what Visible Learning looks like in action in the
classroom
How do we measure our impact?
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Background
40 mins Southeast of Auckland City
Decile 10
Semi rural
380 pupils
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2011
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The Visible Learning School
Systems and processes?
Feedback to teachers?
Visible learners? Assessment capable?
Know thy impact? What is impact?
Where did we begin?
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Step 1 – Collect baseline data
What to assess?
How to assess?
When to assess?
Establishing guidelines and timelines
Data – Systems and processess
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Step 2 – Analysing the data
What is the data telling us?
Who is/isn’t achieving?
Who is/isn’t progressing?
Are there any patterns?
So what?
Data - Teacher assessment capability
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Achievement
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Progress
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Digging deeper
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Unpacking the curriculum
Developing school ‘progressions’
Connecting these progressions to what the data shows.
How does the data connect to other
things?
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Step 3 – How do we use this data?
Unpacking the curriculum
Developing school ‘progresssions’
Connecting these progressions to what the data shows
Data – Teacher assessment capability
Teacher
clarity
0.75
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Teacher clarity progressions
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Clevedon writing progressions
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Step 4 – Developing assessment capable learners
What are the characteristics of an assessment capable
learner?
What does an assessment capable learner sound like?
What is is that an assessment capable learner should
do?
What specific teaching should be evident?
What do the classroom walls look like in order to
promote students’ assessment capability?
Data – What about the students?
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Make a start…
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What are the key characteristics of assessment capable
students?
Students who can:
Co-construct learning with the teacher
Students who understand the learning intentions of
lessons
Students who are active participants in learning
Assessment capable students
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Students who can:
self assess accurately and successfully against the
success criteria and know their next steps in learning.
Assessment capable students
Self reported grades
1.44
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Students who can peer assess accurately and successfully,
giving feedback and feed forward against the success
criteria.
Assessment capable students
Feedback
0.75
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Students who can set SMART goals in learning, then self-
monitor and evaluate their progress towards and
achievement against them.
Assessment capable students
Self reported grades
1.44
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Stage 1 – Gather and share
Stage 2 – Gather and analyse
Stage 3 – Gather, analyse and use
Assessment capable students – What’s
our impact?
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Student Voice
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Build a staff of inspired and passionate teachers who know
their impact on their class.
Our Visible Learning Action Plan
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Gaining clarity
Knowing the curriculum
Using the progressions
Clevedon exemplars
Understanding where to next
What does this mean for me as a
teacher?
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Analysing data - what is it telling me?
Planning to student needs - targeted teaching
Monitoring the impact
Data driven planning
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• Sharing learning intentions and purpose
• Teacher clarity of success criteria
• Use of exemplars
• Teacher modelling
• Student activities
Clarity in teaching and learning
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How are my learners going?
What does success look like for my learners?
What else do I need to do to move them?
Evaluating my teaching
Know thy impact
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Self assessment
Peer assessment
Specific to learning intentions and success criteria
Acting on feedback
Feedback to the teacher
Feedback
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Students becoming their own teachers – giving them the
skills to know:
Where do I need to be by the end of the year?
Where am I now?
What can I do well?
Where to next for me as a learner?
Assessment capable students
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Language of learning
Tools and resources
Learning focussed
Supporting each other
Talking about learning goals
Classroom environment
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Know thy impact
Knowing what to collect and how
What is it telling me?
Using it to inform my own planning
Collecting my own student voice
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