Learning Design Assessment Moderation – LDAM

Staff collective understanding:

What does formative assessment mean to you?

  • checking in
  • building on students’ knowledge
  • informs your teaching
  • critical for differentiation
  • establishing students prior learning as a basis to inform teaching and learning cycle
  • fundamental to identify student learning and next step development
  • next step for teaching (growth points)
  • gives you constant growth points/ learning goals
  • whole class/ small group strategies to teach/ re-teach/ adapt
  • Assessment which is ongoing through a journey as opposed to summative assessments
  • Guides teaching and learning cycle to meet student’s needs

What does it look like in your class?

  • pink, green, yellow post it noes
  • thumbs
  • traffic lights
  • emojis
  • reflections
  • main thoughts
  • coloured pens
  • various exit passes
  • verbal
  • children involved – opinions about their learning
  • peer support – e.g. oral presentations – statements, questions, appraisals
  • keep it happy – enjoyment shown through recognising ah ha moments
  • whole class investigations – recapping often, during lessons
  • individual/ group/ whole class assessments – differentiation conversations about learning with students
  • Ongoing
  • Running Records
  • Folder/ SSO Book/ Sentral goals
  • PAA/ SPA allocating SSO groups and tasks
  • Feedback
  • Peer marking
  • Photographs
  • Conferencing as read/ write
  • oral sharing/ questioning
  • Think 1 – I wonder – Think 2
  • positive growth points (pink/ green)
  • goal setting – numeracy, literacy
  • individual learning goals – student, teacher
  • verbal – instant/ written feedback
  • cold pieces of work
  • work samples on display
  • discussion
  • jointly established criteria for assessment (co-construction)
  • multi-modal opportunities to express understanding
  • conferences
  • choose one or two criteria to focus on
  • 2 stars and 1 wish
  • whiteboards
  • sticky notes
  • peer/ teacher verbal/ written feedback
  • ‘The muddiest point…’

How do you currently go about formative assessment?

  • used throughout the curriculum
  • negotiated
  • scaffold to ensure students are comfortable
  • share Australian Curriculum information with students (5/6)
  • assessment – cold piece – Think 1 →set goals/ reflect/ growth points – I wonder → Reassess – final piece – Think 2
  • Highlight when marking student work for self checking
  • Questioning – e.g. – What was the sticky point in your learning? What did you achieve – new learning?
  • Pit stops
  • Stepping stones to inform next steps
  • Prior knowledge tasks
  • What have we learnt tasks

How do you and the students feel about formative assessment?

  • positive engagement
  • see it as a way to improve
  • own it
  • students like giving feedback to others
  • they listen to feedback given by their peers
  • joy excitement
  • confidence
  • crucial as staff to know where each child is at – how do you plan otherwise?
  • provides growth points for us too
  • Early years kids generally love whatever you do
  • students love feedback and take it on
  • children enjoy sharing learning
  • children enjoy knowing their strengths and goal setting
  • some students may feel stressed about presenting in front of peers (point for consideration)
  • Teachers – having a good idea about what the students are doing
  • Students – receptive to feedback/ acting on this

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PowerPoint Presentation: Staff Meeting Week 1, Term 2, 2018

LDAM Strategy Staff Meeting Week 1, Term 2 2018-1du552i

DECD Literacy and Numeracy First Information for Principals:

decd-literacy-numeracy-first-information-for-principals-z4k7dj

 

 

 

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