As with many professional learning opportunities you walk away with your head buzzing, full of information and new and exciting ideas - today's professional learning did not disappoint! The leadership team and other skilled members of staff lead us through a variety of workshops that cast a wide net across the development and practice of assessment.
Think like an assessor, not an activity designer! (J.Wahab, 2018)
The first workshop certainly got me thinking about assessment and the types of assessments that I utilise in the classroom. I found the assessor vs activity designer table particularly interesting. It really helped me to center my thinking on assessment. I believe as teachers we can go down the 'bells and whistles' path but in doing this we can lose sight of taking on the role of the assessor.
Another aspect of this workshop that stuck with me was the idea of aligning our planning, teaching and assessing of students with our school wide pedagogy. In doing this we are bringing the pedagogy to life and reinforcing our shared beliefs in teaching and what we desire for our students. A simple notion but one that can be lost in the process.
Adapting assessment tasks to suit the needs of our gifted learners can often be seen as challenging. Today's workshop on differentiated assessment offered up lots of ideas on how this can be achieved through simple changes to the questions we ask. In a profession where we are often time poor knowing how to adapt core questions is certainly valuable information. It also struck me that by adopting these strategies in daily teaching we are providing greater opportunities for our gifted learners to lend themselves to range of rigorous and challenging tasks.
If there we more hours in a day to assess our students one on one, how wonderful would it be? Clinical interviews - A daunting task but certainly a valuable one! I think despite the time that these interviews can take the information that we take away about our students and how we use that information to inform our planning/teaching far outweighs the time spent. I particularly liked the suggestion of using the clinical interviews as a pre-test - something I hope to be able to do in the near future.
A very comprehensive session that promoted a great deal of professional dialogue around writing assessment. Lots of great resources and information was shared amongst the group. The NAPLAN writing guides have certainly provided 'food for thought' for the Year 1 team as we look to implementing effective assessment and developing writing lessons that will benefit of students.