Assessment for learning
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This document discusses assessment for learning and outlines its importance in improving student outcomes. It defines assessment for, of, and as learning and emphasizes that assessment for learning is a process that uses feedback to inform next steps. The document also notes that classroom practice has the biggest influence on student learning and outlines five key strategies of formative assessment: clarifying learning intentions, engineering effective activities, providing feedback, activating peer learning, and empowering student ownership.
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Assessment for learning
- 6. Challenges
- 8. Assessment… Visible Teaching – Visible Learning Influence Effect Size Self-reported grades 1.44 Feedback .72 Providing formative evaluation to teachers .70 Frequent/ Effects of testing .46 Teaching test taking skills .22
- 11. Exploring assessment further ...
- 23. FEEDBACK
Notas do Editor
- The more staff talk about the finer aspects of classroom learning the greater improvement there will be in overall student achievement.
- - What school a student attends matters much less than the teachers they have in the vast majority of countries around the world. - Every developed country around the world is working to improve their education system. Education and teacher quality will be in the spotlight for some time. - Improvement does not mean we are not going well. It means as teachers we always work towards doing better for our students.
- Most teachers will know most of the ideas and concepts discussed today. Research suggests that most teachers know about the highest impact strategies to improve student learning but few implement them consistently. Competing priorities in the classroom and the busy life of a teacher. How effectively am I implementing these strategies?
- Just about every country that has gone down high stakes testing road has plateaued or fallen in regards to educational achievement. Read about Finland for educational success story - minimal external testing, one of the lowest amount of instructional time, strong focus on teachers and inteerventions when students are not learning which is a key aspect of AFL.
- AFL aims to empower the student to take responsibility for their learning. When the teacher becomes the learner and the learner becomes the teacher - learning is most powerful.
- How have they interpreted the third q. - current assessment strategies - what were the terms of reference (Student achievement, meeting protocols, assessing outcomes? teacher satisfaction? student engagement etc...)
- Move on, reteach with a new strategy, have some students re teach other students etc.
- As humans we look for evidence that we are being effective and doing a good job? Powerful learning can happen when we look for evidence that what we are doing has not worked.
- Resources to help on / clarify hinge-point ... Each faculty to report back to staff – optional today or at future staff meetings.