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Assessment for learning

Assessment for learning. Planning for learning. How can we plan learning experiences that cater for all individual needs and interests within the group? How do we make sure we do not leave anyone out?. Implementing a focus system approach

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Assessment for learning

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  1. Assessment for learning

  2. Planning for learning • How can we plan learning experiences that cater for all individual needs and interests within the group? • How do we make sure we do not leave anyone out?

  3. Implementing a focus system approach • Planning to meet the objectives of a number of individual children in the one experience

  4. Focus Children • How many? • What time period? • What part of the program? • Who will plan & evaluate? • How will you group? • Flexible • Planning

  5. Planning • Observations • Factual • Sensitive • Unobtrusive • Only what can be observed • Avoid judgmental words • Subjective • Overtime

  6. Vygotsky (1978) argued that the child’s emerging abilities need to be assessed and nurtured. Observing what a child can do with adult assistance ‘provides a richer picture and better estimate of status and progress than assessing independent attainments’. Hill (1992)

  7. Assessing • How are we doing it now? • What tools are we using? • What other ways are there?

  8. Types of assessment • Anecdotes • Samples of work • Collected over time • Compared • Documents the process • Time samples • Indicates child’s preferences • Interactions • Behaviours over time

  9. Diaries (running records) • Short time span • Exactly what is said or happened • Interviews, self reports and questionnaires • Useful for preschoolers • Not always formal • Interviewing each other

  10. Photographs • Work in progress • Insights into child’s thinking • Pictures say a thousand words

  11. Sociograms • Patterns of children’s social interactions • Checklists and rating scales • Use to inform • Planning new learning experiences • Are you using this strategy? • How has this informed your programs?

  12. Analysis • What does this tell us about a child? • How do we share this information • How are we considering strengths and needs?

  13. Developmental records • Focus on developmental rather than skills • Stage of development • Problem solving strategies • Positive statements of what the child can do • Grouped into developmental areas

  14. Developmental summary • Social/emotional development • Motor development • Language development • Cognitive development • Sensory/perceptual development

  15. Authentic assessment • How does this assessment celebrate the child’s development and learning? • How does the assessment identify the strengths of the learner? • Is the assessment based on real life events? • Is the assessment related to the child’s responses and current teaching practices?

  16. How does the assessment focus on purposeful learning? • Is the assessment ongoing in many contexts throughout the day-home, setting, community, different parts of the day, indoor/outdoor. • How does the assessment provide a broad and general picture of the student’s learning and picture?

  17. How does the assessment promote collaboration between children, teaches and families, and other professionals?

  18. Where to from here? • What do we continue? • What do we add? • What else?

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