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Assessment (Peer feedback, Feedback to feed forward - (student agency)…
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Monitoring Learning
- Observations
- Questioning
- Reflection
- Discussing
- Cooperative Learning
- Feedback
- THROUGH open ended tasks, written or oral assessment and a learning portfolio
Measuring Learning
- Measure at a point in time
- NOT ALL LEARNING CAN BE OR NEEDS TO BE MEASURED
- Observations and anecdotal notes are just as important
- How can standardised data add to our understanding of student achievement? (are we doing too much/ is the timing wrong?)
Analysing learning:
- Multiple data points
- Evidence based decision making (this can be anecdotal notes - observation of learning - documentation is important)
- Identify patterns and trends
- Achievement over time
- Student participation
Teacher moderation:
- Shared understanding of quality and success for diverse learners before, during and after learning using student samples
? Have learning experiences given information about learning goals?
? Student performance reflective of understanding?
? Unexpected results?
? Learning and teaching modification?
? Changes to assessment design or procedure?
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Documenting learning
- Physical or digital
- Range of media
- Visible
- Insightful
- Reconnects to learning goals and success criteria:
SUCH AS learning logs or journals, learning stories or portfolios
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2018 Forward by design -
Learning goals?
Student involvement?
Student dialogue with teachers about learner profile? Data/evidence?
Tools and strategies?
Monitoring documentation and measurement?
Student input for additional learning? Feedback to student?
Results to inform learning and teaching?
Results to inform learning community?
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We assess children's learning from the VEYLDF/EYLF and the five learning outcomes.
- Identity
- Connection to their world
- Wellbeing
- Confident Learners
- Communication
These outcomes are assessed by observing children's learning, running records, interests, reflection and collaboration between teams.
These things provide a common language to support collaborative approaches between early childhood professionals and families.
We asses through 8 practices and principles and "assessment" is the 6th practice. The aim is to extend and enrich children's learning from birth to five years.
Assessment is used to develop a program
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