Ande Ford

Thinking Deep about Assessment and Learning

Today's session was aimed (I think) at encouraging GisInt teachers to start their reflections around what a learning classroom looks like. More specifically: What does effective assessment 'for learning' look like?

To create a learning classroom there needs to be an understanding of what 'Assessment Capable Teachers and Students' look like. My understanding is that assessment need to be for learning, or 'as learning' if you are an educator in NSW. This idea of assessment being part of the learning process is what creates an environment that helps students to take control of their learning, and the learning process. This understanding and application of assessment will help students to better develop their understanding of the key competencies and 21st Century Learning skills. Skills for success. There is research suggesting that assessment can be created to serve as learning, and provide opportunity to assess/develop student abilities to employ those transferable skills outlined in THIS literature.

The diagram on the left was interesting when considering what reliable assessment might look like. OTJ's and professional judgement seem to be most valid and reliable way of assessing, but it does beg the question about that idea being dependant on curriculum knowledge and understanding of concepts taught by the teacher. What is important at different stages? What can be measured to show growth? Does data need to quantitative or qualitative? Is summative data useful for promoting growth of students? These are all wonderings roaming around my brain at present... adding to the confusion of ' Creating creative ways of assessing' for my 3rd Paper in the MindLab study I am involved in this year.

Was a great session to keep my brain reflecting on what I do in the classroom, and to encourage me to develop more 'voice' for students. "Study the past if you would divine the future." More to come! :)

Resources:
MOE Assessment Position Paper