Blueprint for Government Schools Flagship Strategy 1 Student Learning Initiative

1. Blueprint for Government Schools Flagship Strategy 1 Student Learning Initiative Assessment FOR Learning

2. OUR EDUCATIVE PURPOSE What is powerful to learn? What is powerful learning and what promotes it? LEARNER Victorian Essential Learning Standards Principles of Learning and Teaching How do we know it has been learnt? Assessment Advice

3. Assessment FOR learning Assessment AS Learning Assessment OF learning Assessment Professional LearningAssessmentFORLearning

4. 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

5. AssessmentFORlearning: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.

6. 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.

7. 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)

8. The most important purpose of classroom assessment is to improvestudent learning.The learneris at the centre.

9. 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

10. 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?

11. 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

12. Gaining evidence FOR learning can happen in these four ways:

13. Gaining evidence FOR learning can happen in these four ways:

14. Gaining evidence FOR learning can happen in these four ways:

15. Gaining evidence FOR learning can happen in these four ways:

16. Gaining evidence FOR learning can happen in these four ways: Mind mapping. Eg Inspiration, Mind Manager, bubbl.us… Online conferencing. Eg: MSN, CUCMe, Skype, Communicator, … Bloggs iPod Wiki Video, Webcams and many more…

17. Group Task 2 In your group brainstorm means in which you provide feedback to students

18. Means of giving feedback to students Have aconversation (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).

19. 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).

20. Student work sample…

21. Gaining evidence to plan teaching & giving feedback isAssessment FOR learning Assessment AS Learning Assessment OF learning

22. Thank you