2. Delivery of Professional Learning…

3. Sitting beside… Assessment AS Learning Assessment OF Learning Assessment FOR Learning

4. Changing Chairs Gradual Release of Responsibility Model MODELLINGSHARINGGUIDINGAPPLYING AaRT Team Demonstrates and explains concepts of Assessment and Reporting. (Data Analysis, Assessment Design, Target Setting and Standards Validation/Moderation.) Achieves this by modelling these processes at Professional Development opportunities (not specific to context). AaRT Team Continues to demonstrate and invites teachers to contribute ideas and information to develop targets and focus. Predominately through school visits. Information targeted at school context and uses real student/school data. AaRT Team Provides scaffolds such as training notes, information on web site and remote support/visits to enable teachers/schools to perform previously modelled tasks. AaRT Team Offers support and encouragement as necessary. Teacher Independently performs all assessment and reporting tasks required, throughout the year. Teacher Identifies and recognises level of support required and uses support notes, AaRT and information to initiate assessment and reporting tasks. Teacher Contributes ideas and begins to collaboratively develop targets and focus for assessment and reporting. Teacher Actively attends to demonstrations. Steps Professional Development 2005 (Adjusted to reflect AaRT, 2008) The type of support offered to teachers/schools will vary according to their needs, capabilities and experience. Example: Semester One Reporting 2008:Urban schools predominately at Guiding/Applying. Remote schools with high staff turn over are predominately at Modelling/Sharing.

5. Adapted from Planning, Teaching, Assessment, Reporting Cycle Jo Jefferson (2008) Adapted from Planning, Teaching, Assessment, Reporting Cycle Jo Jefferson (2008) 2. Target Setting for resourcing / funding 5. Judgement & Consistency across system 3. Monitoring effectiveness of projects / programs 6. Recording System Achievemen t 7. Reporting to Government System 1. Data Analysis - System 4. Gathering of evidence – System level 7. Reporting to Parent Council, APIF 1. Data Analysis - School 3. Strategic Improveme nt Plan 4. Gathering of evidence – School level 6. Recording School Achievemen t 5. Judgement & Consistency across school 2. Target Setting for APIF School 1. Data Analysis - Student 2. Target Setting for planning and assessment 6. Recording Student Achievemen t 7. Reporting to students and parents. 5. Judgement & Consistency against NTCF 3. Planning and Assessment Design 4. Gathering of evidence – Student level Classroom The AaRT Ripple Effect

6. Data Literacy Supporting APIF, school and class target setting through data analysis (including NTCF, MAP/NAP) development of Learner Profile, work closely with TIPS TL&S Delivery Agreement: Align curriculum, pedagogy and assessment (CPA) policy frameworks. Data informed decisions System wide assessment literacy Learning Management Question: What does the learner already know? Where does the learner need/want to be?

7. Assessment Design Assessment of, as & for Learning, quality assessment tasks, planning for assessment, outcome-focused, common tasks, opening up assessment, authentic, rich and meaningful tasks, TL&S Delivery Agreement: Align curriculum, pedagogy and assessment (CPA) policy frameworks. Data informed decisions System wide assessment literacy Learning Management Question: Where does the learner need/ want to be? How does the learner best learn? How will I check the learner’s achievement of outcomes?

8. Evidence of Learning Assessment design, collection and validation in preparation for moderation, monitoring, students achievement and publishing, products of teaching and learning TL&S Delivery Agreement: Align curriculum, pedagogy and assessment (CPA) policy frameworks. Learning Management Question: How will I check to see the learner has achieved the learning outcomes? What evidence do I have at my disposal?

9. Test design, supporting schools in implementation of testing programs, professional learning opportunities NAP TL&S Delivery Agreement: System wide assessment literacy Learning Management Question: What does the learner already know? How will I check the learner’s achievement of outcomes?

10. Moderation Developing consistency of teacher judgement, building common understandings of the NTCF, including growth within levels and bands, creating support materials and resources, facilitating school, cross school and system level moderation TL&S Delivery Agreement: Align curriculum, pedagogy and assessment (CPA) policy frameworks. System wide assessment literacy Learning Management Question: How will I check the learner’s achievement of outcomes?

11. Standards Validation Involving experts, validating teacher judgement, publishing Evidence of Learning, Identifying the essence of bands/levels in NTCF TL&S Delivery Agreement: Align curriculum, pedagogy and assessment (CPA) policy frameworks. System wide assessment literacy Learning Management Question: How will I check the learner’s achievement of outcomes? How will I know my assessment of learning is accurate and in line with standards?

12. CeTool Software development and testing, professional learning and support in planning, monitoring & reporting student learning, developing support materials & resources, implementing policy & system/Federal requirements TL&S Delivery Agreement: Align curriculum, pedagogy and assessment (CPA) policy frameworks System wide assessment literacy Learning Management Question: How will I record the learner’s achievements? How will I inform the learner and others about progress?

13. Feedback to Schools- leaders, teachers (  students), the NTCF renewal team, Divisions, Agencies and externally TL&S Delivery Agreement: Align curriculum, pedagogy and assessment (CPA) policy frameworks. Data informed decisions System wide assessment literacy Learning Management Question: How will I inform the learner and others of the learner’s progress?

14. And that takes us back to… Adapted from Planning, Teaching, Assessment, Reporting Cycle Jo Jefferson (2008) 2. Target Setting for resourcing / funding 5. Judgement & Consistency across system 3. Monitoring effectiveness of projects / programs 6. Recording System Achievemen t 7. Reporting to Government System 1. Data Analysis - System 4. Gathering of evidence – System level 7. Reporting to Parent Council, APIF 1. Data Analysis - School 3. Strategic Improveme nt Plan 4. Gathering of evidence – School level 6. Recording School Achievemen t 5. Judgement & Consistency across school 2. Target Setting for APIF School 1. Data Analysis - Student 2. Target Setting for planning and assessment 6. Recording Student Achievemen t 7. Reporting to students and parents. 5. Judgement & Consistency against NTCF 3. Planning and Assessment Design 4. Gathering of evidence – Student level Classroom

15. Future … Direction… Increased focus on Assessment Design Review Moderation process- set up systems where schools join with feeder schools and run sessions more regularly (in school and cross-school), build capability for schools to facilitate Moderation themselves Continued/Increased focus on Data Literacy Development of Assessment and Reporting Develop Standards of Performance for NTCF Renewal (including continued publication of validated samples) Continue with Regionalisation Model (AFL Team members in Arnhem, Central Region and Rivers) Concerns… High staff turnover in remote schools- teachers with capability leave so schools require more support ICT infrastructure still being developed in remote areas- some schools only now beginning to develop capability due to this Teachers new to the NT often lack an understanding of the NTCF and NT assessment and reporting practices Positions difficult to fill - impacts on current resources and the building of capability in schools in this region Increasing project briefs- non-negotiable Federal requirements (eg: National Testing & A-E reporting), stretching current resources No ET2 positions in AaRT 2009- lack of team permanency and continuity of projects