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Blueprint for Government Schools

Flagship Strategy 1

Student Learning Initiative

Assessment FOR Learning

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OUR EDUCATIVE PURPOSE

What is powerful to

learn?

VictorianEssential Learning

Standards

What is powerful learning and

what promotes it?

Principles ofLearning

and Teaching

LEARNER

How do we know it has been learnt?

Assessment Advice

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Assessment FOR learning

Assessment AS Learning

Assessment OF learning

Assessment Professional LearningAssessment FOR Learning

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How do we know what the students need to learn and if it has been learnt?

Assessment is the process of gathering and analysing evidence to make informed judgements about how well students are progressing in their learning.

Purposes of assessment• Assessment for learning• Assessment as learning• Assessment of learning

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Assessment FOR learning:occurs when teachers use inferences

about student progress to inform their teaching.

Assessment OF learning:

occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.

Assessment AS learning:occurs when students reflect on and monitor their progress to inform their future learning goals.

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Assessment FOR learning:

…is frequent, formal or informal (e.g. quality questioning, anecdotal notes, written comments), embedded in teaching and provides clear and timely feedback that helps students in their learning progression. It has a summative use, providing evidence that informs, or shapes, short term planning for learning.

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Assessment FOR learning

“makes a significant difference to … [students’] progress - in their ability to be confident, critical learners, to achieve more than ever before and in raising their self-esteem. In a world of continuing pressure, it is good to know that we are making a real difference…”

(Shirley Clarke 2001, p. 139)

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The most important purpose of classroom assessment is to improve student learning.

The learner is at the centre.

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The Teacher’s Role is to:

• make arrangements to gain evidence on students’ learning progression

• provide timely feedback to promote the development of metacognitive skills

• inform & modify the learning and teaching program in light of the assessment evidence

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Using available evidence FOR learning

• What evidence (data) is available to you about students’ learning?

• What is accessible and useable?

• How can you select the best evidence to use to prepare your teaching plans FOR the purpose of improving students’ learning?

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Group Task 1

• In your group brainstorm which strategies and sources you use to gain evidence on students’ learning:

– before new learning starts– during the learning process– formal– informal

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Gaining evidence FOR learning

can happen in these four ways: Informal Formal

Before new learning starts

During learning process

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Informal Formal

Before new learning starts

asking questions,brainstorming(informal diagnostic)

During learning process

Gaining evidence FOR learning

can happen in these four ways:

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Informal Formal

Before new learning starts

asking questions,brainstorming(informal diagnostic)

Standardised test, quick quiz eg. “Torch” & “DART”(formal diagnostic)

During learning process

Gaining evidence FOR learning

can happen in these four ways:

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Informal Formal

Before new learning starts

asking questions,brainstorming(informal diagnostic)

Standardised test, quick quiz eg. “Torch” & “DART”(formal diagnostic)

During learning process

Observe and record student actions and learning progression(informal formative)

Gaining evidence FOR learning

can happen in these four ways:

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Informal Formal

Before new learning starts

asking questions,brainstorming(informal diagnostic)

Standardised test, quick quiz eg. “Torch” & “DART”(formal diagnostic)

During learning process

Observe and record student actions and learning progression(informal formative)

read and give feedback (formal formative) Bloggs

Wiki

iPod

Mind mapping.

Eg Inspiration,

Mind Manager,

bubbl.us…

Video, Webcams

Gaining evidence FOR learning

can happen in these four ways:

and many more…

Online conferencing. Eg: MSN, CUCMe, Skype, Communicator, …

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Group Task 2

• In your group brainstorm means in which you provide feedback to students

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Means of giving feedback to students• Have a conversation (formal or informal) about the

students’ work.

• Give written feedback - this can be detailed and focused on what the student can do to improve.

• Talk with students about your analysis of their individual learning progression against the Standards at an interim point (i.e. not at the end).

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A checklist for good feedback …

“ 1. clear and unambiguous;

2. specific;

3. supportive, formative and developmental;

4. timely;

5. understood;

6. delivered in an appropriate environment”

(Jonathan Tummons, 2005, p. 76).

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Student work sample…

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Assessment AS Learning

Assessment OF learning

Gaining evidence to plan

teaching & giving feedback is

Assessment FOR learning

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Thank you