1. Dr. Christine Tom Griffith University School-based Assessment for and in Learning

2. Presentation Overview The What - Assessment for and in learning The Why – Enhancing learning outcomes for students The How – Assessment tasks, criteria, performance standards and feedback to students Challenges 2

3. School-based Assessment Summative assessment Assessment of learning – end of a learning episode – some ‘large scale’. Data can be aggregated for: –Class –Year level –School 3

4. Summative data for teaching and learning Identifying ‘strengths’ and ‘weaknesses’ – criteria; standards. Implications for teaching and learning; –Planning Individual students Groups of students with the same ‘needs’ Whole class remediation School - revisit focus and scope and sequence of the area needing attention 4

5. Formative assessment strategies Assessment in and for learning – Observation – Consultation –Questioning (Socratic Qs) –Focused analysis –Peer assessment –Self assessment – reflective practice. How can these strategies be used by teachers? 5

6. Formative tasks Thinking Routines - Ron Ritchhart, Project Zero Prior Knowledge –Think – Pair – Share – KWL (Know, Want to know, Learnt) Organising Thinking –Concept Maps; Venn Diagrams Making comparisons and judgments –PMI (Plus, Minus, Investigate) 6

7. Evidence of student learning Discuss: What recording tools could be used to collect data about students’ learning and used as evidence of learning? For what purposes could this evidence be used? 7

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9. The Why Assessment becomes useful when the evidence is used by teachers to adapt the pedagogy to meet learning needs The evidence can be used by students to monitor their own learning progress. 9

10. Role of the Teachers Assessment can be used effectively to enhance learning when teachers… Work collaboratively to plan and mark (moderate) assessment tasks and unit plans Clarify what they want to assess and develop the criteria and standards for marking before they plan their teaching Be proficient at designing and implementing a range of quality assessment types Integrate formative and summative assessments Design assessment to develop students metacognitive skills 10

11. Students’ Voice – Classroom-based assessment oStudents want more opportunities to interact with their teachers and ask questions oStudents prefer feedback in the form of constructive suggestions because these support their active engagement with ideas oEvaluative comments (Excellent! Good! Poor!) and symbols (ticks, crosses, percentages) are of limited help for improving learning oTeachers need to be prepared to explain ideas and help students develop deep understanding 11

12. Classroom-based assessment Some principles: o Provide students with clear, student-friendly versions of achievement targets (from standards to classroom-based expectations) o Indicate quality - examples of strong and weak work o Involve descriptive feedback that lays the foundation for students to learn to self- assess o Provide accurate feedback, producing dependable and defensible evidence of their learning. 12

13. Assessment for Learning - How o Proficient teachers use a range of assessment strategies that provide ongoing evidence of student progress o Assessment for learning caters for diverse learning styles and backgrounds o Students are partners in learning and identify and communicate evidence of their own learning 13

14. Role of Teachers Providing relevant, explicit and focused feedback to students. 14

15. Feedback – The How Focuses on the intended learning: What the student demonstrated well What the student did not demonstrate well What the student needs to do to improve How the teacher or peers can help the student 15

16. Challenges Presenting engaging learning experiences that focus on assessment for learning Authentic assessment Quality assessment Assessment for learning strategies – H.O.T Evidence of learning - tools 16

17. Alignment of curriculum, assessment and pedagogy Quality School-based assessment tasks.... – A quality task gathers valid evidence of student learning and must include: A Task sheet – outlining the key requirements of the task Criteria sheet – aligns to the learning outcomes and reflects the key focus of the task Standards descriptors – ‘how well’ the student demonstrates the learning Opportunities for feedback to the student Together these form the learning goals for future teaching and learning episodes 17

18. Reflection Reflect on this presentation. What were the key issues for you? What messages will you take away? 18

19. Thank You Data from school-based assessment can be used to audit the curriculum; to determine the quality of teaching; to collect evidence of student learning; to report to parents and to support arguments for more resources or for reforming the school curriculum. 19