2. Team Talk
• What is our definition of assessment
What role does assessment play in the
learning/teaching process?
When we think of assessment ...
what do we feel confident about and feel we do
effectively
what do we find frustrating, need more support
or want to know more about
3. Teaching is only about motivating
and supporting the student to make
considered and reflective decisions
about his or her learning. The learner
is at the heart of it all.
5. DIFFERENT PERSPECTIVES
Controlling Caring Activity-focused Learning-focused
teacher makes school is not
caring is not primarily about sole purpose is to
decisions about
teaching what students do support student learning
learning
or enjoy
the inequalness both teacher and student
of the know what has to be
teacher controls learnt and how they will
the learning relationship can focus is on doing
undermine work know they have learned
learning it.
often uses indirect both teacher and student
communication know that by working
teacher designs,
that doesn’t tell together the quality of
and supplies.
students what is learning will be better
very one sided.
required from and the achievement will
them be higher
6. Archway of Teaching and Learning Capabilities
Clarity in the Classroom
-michael absolum
7. support the learner to
be clear about what is
to be learnt
by naming or identifying the learning - (Learning Intentions)
by describing the learning - (models or exemplars and Success
Criteria)
9. Process product
Criteria Criteria
How to make or do Qualities of a product
something
•brainstorming ideas •introductoryparagraph
•individual crafting
•sequencing of events
•proofreading
10. developing
success criteria
•identify the critical features teachers need students to pay
attention to as they work toward the learning.
•identify what success at that learning would look like.
use exemplars of what it is and what it is not
11. exemplars
•relevant to the Learning Intention
•exemplify the intended learning
•exemplify the next steps of learning
•allow in depth discussion between teacher and student
•lead to co-construction of Success Criteria
12.
13. students should be
able to tell anyone
• their global and specific learning intentions
what quality work looks like and the criteria for
success
• how they can use exemplars to help them know
what they are aiming for
• why what they are learning is relevant and
important
• their individual learning goals
14. Team Talk
what are the
skills teachers
need to be able
to assess
students?
15. • define clear learning goals
use a variety of assessment methods
• analyse data (both quantitative and qualitative)
• make instructional modifications to help students improve
involve students in assessment process (self, peer) and
communicate results
• engineer effective assessment that boosts student motivation
to learn
• be expert in giving appropriate feedback/feedforward
• have superior content knowledge
16. teachers need to
know
that they have
curriculum the value of student self
understanding and and peer assessment
confidence in making
a informal assessment how to keep an eye on it all
how to observe how to involve students in
learning a collaborative assessment
that you can you the big picture
colleagues to help you
with your assessment -
PLC
18. student voice
before assessment
• tell the student what and why you are assessing
ask student if the assessmentis appropriate
• ask the student if they think they have progressed
after (what can they do now that they
explain the results
assessment
couldn’t do before)
discuss possible next steps
agree on next steps and processes to taking them
(new goals)
Editor's Notes
teacher survey 10mins
talk in teams 10 mins = share
michael absolum
what gets focused on, flourishes students who are active in their learning, motivated to learn, manage the amount of new information they get at any one time, practise, seek descriptive feedback, test their learning, reflect on their learning, learn better than those who experience passive learning situations
Perspectives that teachers can hold of a student. what gets focussed on flourishes controlling p32 - example caring - p36 activity - p36 - reading lf - student’s role is only to learn. the student focuses on what happens now that will best help me learn. p30 - handout CHECKLIST - What best happens in your class p41 - 10 min
The learner must be active in every respect of the learning process learning is not something that is done to us
What are learning intentions? p76 How to work out what - learning focused relationship and NZ curric - p 82 reading
p76 1. be clear about what is being learnt, how it is to be learnt and 2. why it is to be learnt. 3. metacognition - model reflection 4. not shared confusions - learning v doing table p85 - layers of learning intentions sharing LI is critical - effort spent on wrong things, get disheartened success criteria P79 SC - a teacher needs to know the subject extremely well
success criteria - process sc - how to make or do something product sc - qualities of the product
the most powerful way of describing what is to be learnt words are needed to describe quality, exemplars are needed to demonstrate quality
team talk
serve centre, uni of north carolina, 2004
success criteria - process sc - how to make or do something product sc - qualities of the product
michael absolum except perhaps for assessment for qualification
