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:
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