How Do we achieve this?

Plan assessment when planning units

• Use assessment data to help with planning
• Decide on Learning Outcomes and criteria before planning the learning activities
• Select the Learning Outcomes to assess
• Design assessment tasks that will appropriately assess the LOs
• Plan using the language to be used with the students
• Be prepared to alter planning as the students’ needs change
• Plan collaboratively to achieve the best planning and student outcomes possible

Share planning and learning outcomes with students

• Share Learning Outcomes, criteria, the learning process, timeframes, assessment tasks
• Learning Outcomes will be displayed and clarified with students
• Learning Outcomes will be:
• written in student-friendly language
• clear and specific
• focused on learning not a task
• context free (often)

Share or Negotiate criteria with students

• Criteria will be:
•  Directly related to the Learning Outcomes
• Collaboratively written with students (whenever possible or appropriate)
• Written in student friendly language
• Understood, referred to often and used by students

 

Provide quality verbal and written feedback and feedforward

• Focus on providing quality verbal feedback and feedforward
• Always link feedback and feedforward to the LOs and the criteria
• The best feedback and feedforward involves the teacher and the student in learning conversations (see Gipps)
• Ensure every student regularly engages in quality learning conversations with the teacher across the learning areas
• Scaffold written feedback and feedforward

Provide examples of quality work

• Exemplars will be linked to the criteria
• Exemples can be those of experts (author, poet, artist), students or teacher modeling

 

Provide self-assessment opportunity

• Student need to be taught self-assessment skills
• Should be a regular occurrence
• There should be a scheduled self-assessment opportunity approximately once a term per learning area
• Students need support to identify next steps and how to get there
• Self assessment can be informal or formal
• Students keep their own assessment record so they can monitor their own progress and achievement

Encourage peer interactions and suggestions using criteria

• Ensure that the process is safe for students by:
• Model how to do this
• Teach students the skills eg one compliment and one suggestion (constructive)
• Ensure they link the feedback to the criteria