Assessment for Learning - Staff Meeting

Assessment for Learning - Staff Meeting

March 04, 2018


Using Assessment Data for Learning


Questions to ask: (refer to handout from Helen)
  1. What understandings did you gain from that data about the learner? 
  2. Who did you share the information with? 
  3. How have you used the information so far? 
  4. What changed for the learner as a result of the information you gathered? 
  5. What can you try next? 
  6. What feedback will you give to the learner?
  7. What can you now write about the learner and their learning?

What questions did others ask which challenged you?

Jill - two boys are talking and not doing their learning... But why are they talking? Are they talking about the task you have set?

Summarising Comments

  • If you make a judgement that they're not interested ("they talk on the mat"), your observation needs to be what are they talking about on the mat? Are they talking about the topic at hand or clarifying something that was discussed earlier? It is important that you collect the information you need and are open minded about the information you collect about their learning. 
  • Children might talk in their first language about the topic which helps them to clarify their ideas before translating into English. The cognitive process of translating helps their brain to develop quicker which will ultimately help their learning! 
  • Collecting data on a child's learning helps to inform planning. e.g. when reading student A mimics Student B when we are reading, and repeats what Student B has said so I need to do a running record on Student A so make sure they are reading at the correct level. It might be that it is too easy or too hard for the student. 
  • Once you have gathered the data you need to discuss their next steps with them. They are your first priority, not your last! "I've noticed xxx, let's have a chat about what you could do next." 
  • You can be specific about their next step in many different contexts. Also discuss with the student why it is important. 
  • If the goal is for a group of students, use your modelling book to show examples of this in the group so that students can see what the goal looks like. 
  • When collating your data you might notice that certain students have not popped up in your tracking; this may mean you need to check in with and track that student. 
  • There is no set tracking system for the school; it is up to you to find a way that suits your teaching style. This is the same for planning but your planning needs to show your next steps for students, and how you can meet these next steps through learning activities. 
  • Students need to know how they can use what they're learning, so they are not just learning arbitrary things. 

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