I have been fortunate enough to attend a Dylan Wiliam workshop on assessment. The key concepts that I have brought back to school is an understanding of the importance of quality formative assessment.
Quality formative assessment requires thought and planning regarding;
1. Sharing and clarifying the learning intentions so students can link to prior knowledge they have and know the aim of the learning. Through this they are able to reflect on how well they have achieved their goal Ensuring students understand
2. The types of questions that will give infomraiton about the thinking process that got students to their response
3. Providing effective and timely feedback that is useful and usable by the students and moves students learning forward
4. Engaging in discussions that elicits evidence of learning and getting peers involved with supporting or rejecting their peers ideas by justifying their own reasoning.
5. Encouraging learners to take responsibility for their own learning
When I returned to school I shared my learning with the staff and since then we have continued to reflect on how we can improve our teaching practice through formative assessment directing our teaching. These discussions have encouraged staff to share different formative assessment strategies, those that worked and those that were no so successful, and is slowing bring quality formative assessment into most teachers daily practice. I am enjoying hearing how different teachers are using this learning in their classrooms and the discussion it is creating.
Quality formative assessment requires thought and planning regarding;
1. Sharing and clarifying the learning intentions so students can link to prior knowledge they have and know the aim of the learning. Through this they are able to reflect on how well they have achieved their goal Ensuring students understand
2. The types of questions that will give infomraiton about the thinking process that got students to their response
3. Providing effective and timely feedback that is useful and usable by the students and moves students learning forward
4. Engaging in discussions that elicits evidence of learning and getting peers involved with supporting or rejecting their peers ideas by justifying their own reasoning.
5. Encouraging learners to take responsibility for their own learning
When I returned to school I shared my learning with the staff and since then we have continued to reflect on how we can improve our teaching practice through formative assessment directing our teaching. These discussions have encouraged staff to share different formative assessment strategies, those that worked and those that were no so successful, and is slowing bring quality formative assessment into most teachers daily practice. I am enjoying hearing how different teachers are using this learning in their classrooms and the discussion it is creating.
