Experimenting with..1.IB trans-disciplinary skills 2. NZ national standards for maths

I've put down two questions because I'm already dabbling in the first one, and I would like to experiment with the second one.  I am not sure what creative assessment procedures are effective / acceptable at BBI for maths and this will help me share with, and learn from, more experienced people.

How can we use the IB trans-disciplinary skills for ongoing assessment and self-assessment in inquiry tasks? How can we link these to the BBI Inquiry Cycle?

Is there a way for students to effectively access and use the New Zealand national standards for maths to identify prior-knowledge, assess progress and or outline next steps?

My AFL Inquiry Question:

How can I improve my assessment for learning practices and apply it to my science programme?

Steps:

1) Research AFL practices.
2) Choose some new ones and trial within my science programme.
3) Record progress and reflections on blog.

 

Using Assessment Folders in Learning

Question: How effectively can independent learning assessment folders be used to identify next steps for learning?

Kathryn's Inquiry Question

What systems could we employ to track/keep record of formative assessment?

Will & Grace's inquiry question:

How can we fairly and reliably assess our students prior knowledge without giving a pre-test for every curriculum area?

Teaching as Inquiry

How can you use what you have learned in your PLG to inspire a Teacher Led Inquiry?

1.Decide on a question/ area of Inquiry.
2.Use our BBI Inquiry model to guide your Inquiry.
3. Share your learning journey. Post on this blog: your questions, thoughts, evidence, inspirational clips, pics from your class, photos of kids work.
4.Contribute to other group members learning journeys by commenting on posts.

More info: http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry