NESA Accreditation 5.2.1 and 5.4.2
Assessment design using curriculum
· What am I teaching? Why, how will I teach it and how do I know what students have learnt? Where to next?
· Must consider all types of assessment strategies.
· How do we know what students really understand?
Using assessment to inform future planning
· Important that teachers provide feedback to students.
· Where to now?
· What do teachers need to do for students?
Differentiated assessments: Why and How?
· Gives students an opportunity to succeed.
· Stresses success.
· Suits the needs of all students – same outcomes but different process.
Mathematics (K-2 clinical interviews)
· Interview process – teachers and students.
· The logistics of interviewing all students and collecting of data.
· A trial– will eventually be a whole school approach.
English-Reading (Lesson development for Guided Reading)
· Guided reading – session provides instant feedback.
· Tightly linked to assessment – evaluation
· Why are texts selected? Reading through texts with questions – pre-empting – writing piece at the end.
English-Writing (Assessing writing samples using a set criteria)
· Looking at NAPLAN pieces - using NAPLAN criteria - marking against it.
What did I learn?
One of the most important lessons learnt today was the importance of Assessment design and the plethora of strategies available for assessing students both formally and informally. By thinking like “an assessor” rather than like an “activity designer” when designing an assessment, and focusing on outcomes and the types of evidence required to achieve desired results, teachers can distinguish between those students who really understand from students who only seem to.