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
Hi PLG group,
ReplyDeleteWe can share our ideas and thoughts on this blog. The idea is to pick an area that you think you would like to improve in the Formative assessment area. It would be a good idea to go back and read the PLG group goals for the year and see where you might find an area you could focus on and develop. (These should have been shared as a google doc with you) Some of you may already have chosen something and trialled it already. You can blog your progress. You will also be expected to give comments or suggestions on other peoples blog entries. Those experienced Bloggers may wish to help others who aren't as experienced tomorrow. We will meet in my room as the staffroom etc are already booked. (Enjoy the walk and fresh air!)
I'm in!
ReplyDeleteHi Im in too!!
ReplyDeletehttps://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?start=false&loop=false&delayms=3000#slide=id.g583166bc_0_0
ReplyDeleteWelcome to the blog, now you need to come up with an issue or small inquiry you can do
ReplyDeleteAssessment for learning link to TKI
ReplyDeletehttp://assessment.tki.org.nz/Assessment-in-the-classroom/Assessment-for-learning-in-principle
Describing assessment for learning (TKI site)
ReplyDeleteAssessment for learning should use a range of approaches. These may include:
day-to-day activities, such as learning conversations
a simple mental note taken by the teacher during observation
student self and peer assessments
a detailed analysis of a student’s work
assessment tools, which may be written items, structured interview questions, or items teachers make up themselves.
What matters most is not so much the form of the assessment, but how the information gathered is used to improve teaching and learning.
Hello everybody !
ReplyDeletePurposes of assessment TKI site
ReplyDeleteTeaching and learning
The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both respond to the information it provides. Assessment for learning is an ongoing process that arises out of the interaction between teaching and learning.
What makes assessment for learning effective is how well the information is used.
System improvement
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
Students and teachers can use the information gained from assessment to determine their next teaching and learning steps.
Parents, families and whānau can be kept informed of next plans for teaching and learning and the progress being made, so they can play an active role in their children’s learning.
School leaders can use the information for school-wide planning, to support their teachers and determine professional development needs.
Communities and Boards of Trustees can use assessment information to assist their governance role and their decisions about staffing and resourcing.
The Education Review Office can use assessment information to inform their advice for school improvement.
The Ministry of Education can use assessment information to undertake policy review and development at a national level, so that government funding and policy intervention is targeted appropriately to support improved student outcomes.
I'm think of this inquiry: How effectively can independent learning assessment folders be used to identify next steps for learning?
ReplyDeleteIn my class we have started novel studies. I use a standardised format that theoretically should be able to be used with any novel. I trialled it last year. And again have started using it this term. Today we sat in our groups to share and discuss our answers. The students all shared their answers pone by one and as they teacher I gave them next steps verbally and asked them to record these down next to the questions they tried to answer. I found it extremely successful in terms of clarifying the questions and extending them individually effectively and quickly and giving the students examples from other students within the group. By the ned oif the discussion it was easy to see the students who were able to meet success criteria and those that need further instruction. We were able to co-construct the goals there and then on the spot. I will video my session tomorrow to provide evidence and example.
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DeleteHi Nicola,
DeleteI spotted a few errors in your post. Here they are: ...pone By the ned oif. On another note I think that your idea is excellent and I'd be interested to see the video.
ReplyDeletePrinciples of assessment for learning
Above all, assessment for learning must be underpinned by the utmost confidence that every student can improve.
It should be driven by the concept of ako, meaning ‘to teach and to learn’. Assessment for learning should enable reciprocal learning where teachers and students share and value each other’s sense-making processes.
Knowledge of the learner is vital to ensure assessment is appropriate and fit for purpose.
Learning to learn
Good assessment should focus less on “do they have the right or wrong answer?” and more on making students’ thinking visible to both teacher and student. It should help develop understanding of the strategies and patterns students have constructed in order to make sense of the world.
The assessment for learning process can unlock the approaches used by students and help them to become more aware of not only what they are learning, but how they are learning it. This empowers students to take control of their own learning, by developing their skills of self-regulation.
Students can then discuss their developing understanding with their teachers, peers, parents, families and whānau. Independent learners like this have the ability to seek out and gain new skills, new knowledge and new understanding, according to their own needs and learning goals.
Building students’ assessment capability
When students actively participate in assessing their learning by interpreting their performance, they are better placed to recognise important moments of personal learning. This helps them to identify their own strengths and needs, and discover how to make ‘Where to next?’ decisions.
Students should be educated in ways that build their assessment capabilities, so they can take increasing control of their own learning and, through this process, become more effective and independent learners.
Students make progress when they develop the ability to monitor their own work. To do this well, they need to understand:
what high quality work looks like (examining examples and models of quality work helps develop this)
what criteria define quality work (participation in the development of learning goals and assessment criteria helps develop this)
how to compare and evaluate their own work against such criteria (peer and self-assessment help develop this).
Assessment-capable students can also provide better information to teachers. Better student feedback gives teachers a clearer picture of students’ learning needs and enables more personalised development of next teaching and learning steps.
Engagement and motivation
ReplyDeleteOne of the most important purposes of assessment for learning is the role it plays in student motivation. Knowledge and understanding of what is to be achieved is not enough. Students must want to make the effort and be willing to keep on engaging, even when they find the learning difficult.
Developing students' assessment capabilities engages and motivates them, and helps them to become more independent learners.
Assessment that encourages learning promotes motivation by emphasising progress and achievement rather than failure.
When people succeed or fail, they explain it to themselves in a variety of ways (effort, ability, mood, knowledge, luck, help, clarity of instruction etc). It’s the teacher’s role to shift explanations away from uncontrollable ones, towards controllable ones.
Assessment-capable students feel greater ownership of their learning and are more likely to attribute outcomes to factors within their control. This engages and motivates students.
Content knowledge
Knowledge of both curriculum and pedagogical content is essential for effective assessment for learning.
Teachers require deep knowledge of the content to be taught and how students learn it. This means having a clear understanding of the concepts, a sense of the likely understandings and misunderstandings students will bring to the classroom and how to best facilitate new learning.
To provide effective learning opportunities, teachers need to understand the curriculum, its goals, and how students can progress towards them. Assessment for learning is dependent on knowledgeable teachers who can interpret their observations and act on those interpretations to enhance learning.
The ways in which teaching, learning and assessment are structured by teachers are a direct product of their content knowledge and beliefs about how students think and learn.
Planning and communication
Assessment for learning should be built into teachers’ planning as a part of everyday classroom practice.
Learning goals, teaching strategies and assessment criteria should be carefully matched. Students should know in advance what they will learn, as well as how and why they are to be assessed. Teachers’ programme planning should be flexible so that they can make changes in response to new information, opportunities or insights.Their planning needs to include strategies to check students understand the goals they are pursuing and the criteria that will be applied in assessing their work.
How students will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress should also be planned.
A teacher’s planning should provide opportunities for both student and teacher to obtain information about progress towards learning goals, and use it to direct the learning process.
Recognition of social and cultural aspects of assessment
ReplyDeleteAll aspects of assessment carry a social and cultural dimension.
Teachers need knowledge of their students’ cultures, backgrounds and experiences to ensure assessment is appropriate and effective.
Social aspects
To be effective, assessment for learning needs to take place within a positive learning environment. Students should be encouraged to take risks and make errors, and understand that wrong answers can assist learning just as effectively as right answers.
Encouraging a culture of listening critically to one another, responding positively and constructively, and appreciating the different strengths, experiences and skill sets among peers will help create such an environment. If this can be accomplished, students can learn to conduct effective peer assessments of each other.
Effective assessment for learning is underpinned by the concept of ako. It recognises the knowledge, skills and understanding that both teachers and students bring to learning interactions, and it acknowledges the way that new knowledge and understandings can grow out of shared learning experiences.
Cultural aspects
In the classroom, non-judgmental exploration of teachers’ and students’ own cultural values, assumptions and understandings about learning and assessment may help them to use the differences that surface to develop their own strengths, and identify areas for improvement.
Effective assessment practice needs to recognise different values, assumptions and understandings and the impact they have on how students may respond to different assessment approaches. Effective assessment practice should plan for collaborative and collective assessment, in both formal and informal contexts, in order to reflect the educational values of different cultures, backgrounds and experiences.
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ReplyDeleteCan students write an effective writing assessment rubric?
ReplyDelete1. Provide various explanations.
2. As a class discuss what makes a 'good' piece of writing.
3. Compare examples.
4. Look at structure and language features.
5. As a class, co-construct a 1-5 assessment rubric. The first time, the criteria ( structure, organisation etc) will be provided.
6. Compare class rubric to asTTle rubric.
7. Peer assessment using class rubric once written assessment finished.
8. Use rubric to write next learning steps.