"When implemented well, formative assessment can double the speed of students' learning."
(Dylan Wiliam, Educational Leadership. December 2007/January 2008).
5 non- negotiables for effective formative assessment
* Clarify and share learning intentions and criteria for success.
* Engineer effective classroom discussion, questions and learning tasks.
*Provide feedback that moves the learner forward.
*Activate students as owners of their learning.
*Encourage students to be instructional resources for one another.
How do these sit with you and what happens in your classroom/school?
Create an opportunity for yourself, and/or team to explore what each of these 5 look like in a classroom.
* Engineer effective classroom discussion, questions and learning tasks.
*Provide feedback that moves the learner forward.
*Activate students as owners of their learning.
*Encourage students to be instructional resources for one another.
How do these sit with you and what happens in your classroom/school?
Create an opportunity for yourself, and/or team to explore what each of these 5 look like in a classroom.
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Designing Good AssessmentWe need to question the learning tasks we design for students to ensure firstly that it allows students to meet the achievement standards. We also need to look at what opportunities we give our students to show deeper understandings and skills, enabling them to get a B or A.
The link ahead will take you to a clip which talks about Designing Good Assessment that is valid, clear and fair. |
Assessment for LearningUsing the research of Dylan Wiliam, Michael Rystad makes the above 5 points visual and gives extra examples for implementing in the classroom.
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The Muddiest PointThis strategy was discussed with staff at Mypolonga at a history PD in May. As learners we all experience the muddiest point, the part that is least clear or confusing. As leaders of the learning what do we offer students who are at stuck in the mud with their learning, or are a bit muddy with an area? The Muddiest Point strategy can take up a small amount of class time, requires little change, is useful and can optimise results.
Once the muddiest point has been written down or orally shared you need to plan you response. The possibilities here could be to answer the most common muddiest points in a follow up session, revise your teaching plan for a future lesson, post the questions and answers onto class blogs. What we choose to do needs to work for us and our students. The video is about college but can we apply elements to primary and secondary classes? The video also talks about the use of clickers but if this technology isn't available, tweak it- use THE ABCD cards that Dylan Wiliams talks about in his book- Embeded Formative Assessment and that I have included in AC history PD sessions at MB cluster sites.
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TfEL 4.3
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An algebra reflective tool
The algebra reflective tool template can be downloaded at Australian Curriculum lessons It provides opportunities for students to share their thinking/learning and to inform the teacher of what next. Of course this could be adapted for a range of ages and a range of learning. It is similar to the maths placemat model which I have also used with students.