Formative Assessment

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Formative Assessment is the active involvement of children in the learning process. This presentation shares the elements of what is required to create a learning environment in which children are collaborative partners in the learning and teaching process.

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  • Hi Regan, I am a teacher in Singapore who does some work with teacher training in the Asia Pacific region. I really liked the content and layout of your presentation as a means of improving educator learning. Any chance I could get a copy of your presentation?
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  • Formative Assessment

    1. 1. making sense of formative practice To enhance student learning. Regan Orr 2010
    2. 2. It was all about ‘stuff’! • School was a place where we learnt a lot of ‘stuff’ and could regurgitate knowledge. “Today there will be a test on the 20 largest urban areas in NZ”. • There was a lot of emphasis on contexts. “Lets do a unit on Spiders and know all the body parts”.
    3. 3. It was all about ‘stuff’! Education happened to the children.
    4. 4. There has been a change! Our focus needs to be with providing children with the skills and deeper understanding to contribute to a global society.
    5. 5. There has been a change! Our focus needs to be with providing children with the skills and deeper understanding to contribute to a global society. Learning happens with the children.
    6. 6. There has been a change! Our focus needs to be with providing children with the skills and deeper understanding to contribute to a global society. Learning happens with the children. How can we begin to achieve this.......?
    7. 7. Formative Practice
    8. 8. Formative Practice High Trust + Collaborative Partners + Exemplars + Self-Assessment + Metacognition = Formative Practice
    9. 9. Who is WALT?
    10. 10. Who is WALT? Learning Intentions share with the children the intended learning.
    11. 11. Who is WALT? Learning Intentions share with the children the intended learning. Learning Intentions and Success Criteria provide a clear purpose and description of what the children are getting better at/learning.
    12. 12. The ‘Nuts and Bolts’ Learning Intentions must ...
    13. 13. The ‘Nuts and Bolts’ Learning Intentions must ... ... be Clear and Unambiguous.
    14. 14. The ‘Nuts and Bolts’ Learning Intentions must ... ... be Clear and Unambiguous. ... refer to Skills and Concepts.
    15. 15. The ‘Nuts and Bolts’ Learning Intentions must ... ... be Clear and Unambiguous. ... refer to Skills and Concepts. ... be Separated from the activity/context.
    16. 16. The ‘Nuts and Bolts’ Learning Intentions must ... ... be Clear and Unambiguous. ... refer to Skills and Concepts. ... be Separated from the activity/context. Learning occurs best when linked to prior learning and knowledge.
    17. 17. The ‘Nuts and Bolts’ The Learning Intention may fit across multiple areas as it is the skills being learnt not the activity/context.
    18. 18. Nuts and Bolts 2.0 We Are Learning To: play We Are Learning To: pass, catch rugby. and kick While we need to learn how This has now isolated the skills to play rugby it would be of what the children will be better to define the skills. getting better at. We Are Learning To: write a We Are Learning To: brochure. persuade and inform. This is a very broad LI where These are the clear purposes there is need to make it more for a brochure. succinct to share the purpose.
    19. 19. Nuts and Bolts 2.0 We Are Learning To: play We Are Learning To: pass, catch rugby. and kick While we need to learn how This has now isolated the skills to play rugby it would be of what the children will be better to define the skills. getting better at. We Are Learning To: write a We Are Learning To: brochure. persuade and inform. This is a very broad LI where These are the clear purposes there is need to make it more for a brochure. succinct to share the purpose.
    20. 20. Nuts and Bolts 2.0 We Are Learning To: play We Are Learning To: pass, catch rugby. and kick While we need to learn how This has now isolated the skills to play rugby it would be of what the children will be better to define the skills. getting better at. We Are Learning To: write a We Are Learning To: brochure. persuade and inform. This is a very broad LI where These are the clear purposes there is need to make it more for a brochure. succinct to share the purpose.
    21. 21. Nuts and Bolts 2.0 We Are Learning To: play We Are Learning To: pass, catch rugby. and kick While we need to learn how This has now isolated the skills to play rugby it would be of what the children will be better to define the skills. getting better at. We Are Learning To: write a We Are Learning To: brochure. persuade and inform. This is a very broad LI where These are the clear purposes there is need to make it more for a brochure. succinct to share the purpose.
    22. 22. Fastening it all together
    23. 23. Fastening it all together It’s All About Motivation!
    24. 24. Fastening it all together Capture the interest and enthusiasm of the children. It’s All About Motivation!
    25. 25. Fastening it all together Capture the interest and enthusiasm of the children. It’s All About Engage children with questions and brainstorms. Motivation!
    26. 26. Fastening it all together The learning intention becomes the ‘nuts and bolts’ that fastens the learning and tasks together and makes it clear for the children.
    27. 27. The Success Criteria is ...
    28. 28. The Success Criteria is ... THE WHAT ...
    29. 29. The Success Criteria is ... THE WHAT ... THE HOW ...
    30. 30. The Success Criteria is ... THE WHAT ... THE HOW ... Powerful and Engaging Involved in Process Co-constructing Matrices Ownership Guides Thinking and Learning
    31. 31. The Success Criteria is ... Success criteria unpacks how the children will achieve the learning intention.
    32. 32. What’s the secret? Top Secret! Exemplars model and share the intended learning. Scaffold the children
    33. 33. What’s the secret? Exemplars model and share the intended learning. Scaffold the children
    34. 34. What’s the secret?
    35. 35. What’s the secret?
    36. 36. Managing Assessment Why do we assess...?
    37. 37. Managing Assessment Why do we assess...? inform the learner
    38. 38. Managing Assessment Why do we assess...? inform the learner inform the learning
    39. 39. Managing Assessment Why do we assess...? inform the learner inform the learning collect data - reporting
    40. 40. Managing Assessment Why do we assess...? inform the learner inform the learning collect data - reporting Formative vs Summative
    41. 41. Managing Assessment Record what you will use! It must be manageable!
    42. 42. Practical Assessment Self and Formative Buddy Assessment Assessment

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