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Pedagogical Documentation & Interpretation- Connection to assessment…
Pedagogical Documentation & Interpretation- Connection to assessment FOR and AS learning
increases engagement and learning outcomes
helps teachers become “knowledge leaders”
ongoing and cyclical
learning becomes deeply personalized
shared understanding of what is being taught/learnt
encourages self assessment, which solidifies connection between assessment and improvement
reflection ongoing throughout learning rather than at the end
supports accountability
to self
to each other
to larger community
documentation as means of responding to larger community (expectations of accountability of learning)
creating plans that are individually personalized, rather than whole class productions that do not allow for differentiation of learning
collaborative community
more staff are coming together to analyze and learn from results AND each other
helps establish purpose of student learning/ teacher inquiry
more ways to document student learning
represents other tools students can use to demonstrate their own learning outside standard pencil to paper projects
audio or video
dialogue provides opportunity for shared reflection
strengthens connection between curriculum and real world experiences that are significant to the child
allows students to take the lead in their learning
using documentation to learn more about students and their strengths/needs within the classroom
How assessment OF learning differs from pedagogical documentation
used to summarize totality of learning
used to rank or grade a student as opposed to learning about the child’s experience or approach to learning
very basic in terms of being able to interpret results
used to show achievement to parents/ supervisors
depends of the validity or effectiveness of the activity
feedback must be very effective