MathematicsMathematics

ASSESSMENT FOR LEARNINGASSESSMENT FOR LEARNING

Curriculum

DayAugust, 2012August, 2012

LEARNING INTENTIONfor today

• To effectively use assessment to improve student outcomes (Assessment FOR Learning) in our teaching of mathematics;

• To differentiate student learning in our lesson planning using evidence gained from data in all areas of mathematics.

SUCCESS CRITERIAI have an understanding on how to

collect clear evidence that informs me about hot to lift individual attainment;

I have an understanding of how to administer, collect and collate data from NAK;

I understand how to differentiate student learning in my lesson planning using evidence gained from data.

Baseline DataBaseline Data

Do a KWL on Wallwisher!

Go to this website and write down all the

things you Know, Want to know and during the session you can write down what you have

Learnt about assessment for

learning.Remember throughout the session, you can add your

discoveries to the wall!

http://wallwisher.com/wall/assessforlearning

Assessment(general definition)

Assessment is the ongoing process of gathering, analysing and reflecting on

evidence to make informed and consistent judgements to improve

future student learning.

Assessment FOR Learning

(Assessment Reform Group, 2002)

Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers

to decide where the learners are in their learning, where they need to go,

and how best to get there.

Assessment FOR Learning

(DEECD, Prep to Year 10 Assessment Advice)

Assessment FOR learning - occurs when teachers use inferences about student progress to inform

their teaching

Assessment FOR Learning(Curiosity, NMR, 2012)

Theory of Action for Teachers

If we commit to peer assessment, and assessment for learning, then student

engagement, learning and achievement well accelerate.

COMMIT TO ASSESSMENT FOR LEARNING

Elaboration:-We collect clear evidence that informs us about how to lift individual attainment;-We offer clear feedback to, and seek clear feedback from, our students – this means we can be precise about what each student needs to improve and how best to get there;-Students know what grades/levels they are working at, and they have transparent criteria to enable peer coaching;-There is an evidence-based link between student learning and lesson planning.

What we currently have in place

ASSESSMENT FOR LEARNING – Assessment that guides our teaching and learning.

•Online Early Years Mathematics

Nelson Assessment Kit.

What does it

look like?

Adopting consistent teaching protocols

Collecting clear evidence that informs us about how to lift individual attainment

There is evidence-based link between student learning and lesson planning

Learning Intention

Focus Teaching Group

There is evidence-based link between student learning and lesson planning

Learning Intention

Focus Teaching Group?

What would their learning intention be?

Students know what grades/levels they are working at

• Sustaining classroom cultures that encourage interaction and use of assessment tools.

Students know what grades/levels they are working at, ands they have transparent

criteria to enable peer coaching

We offer clear feedback to, and seek clear feedback from, our students – this means we

can be precise about what each student needs to improve and how best to get there;

• Roving conferences

How do we solve this problem?

What are we currently using to identify which tests to administer?

EYN & On Demand ADAPTIVE

ASSESSMENT SCHEDULE

•Online Early Years Numeracy F-2

•On Demand Years 3-6

Reflection TimeReflection Time

Go back and REFLECT

What do you now KNOW about Assessment

FOR learning.

Did you meet your success criteria?

http://wallwisher.com/wall/assessforlearning