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  1. 1. Staff Meeting Visible, Accessible, Assessment Belmore South Public School 19 February 2009
  2. 2. Task : Part One <ul><li>You will sit at table next to number of the game console you were given as you entered the room. </li></ul><ul><li>You will work alone. </li></ul><ul><li>There will be no talking with anyone. </li></ul>
  3. 3. Task: Part Two <ul><li>You have 10 minutes to find about the game in preparation to explaining it to the rest of the group. </li></ul>
  4. 4. Assessment <ul><li>You have been ranked according to the following criteria </li></ul><ul><li>Open DS, find switch and turn it on. </li></ul><ul><li>Game in and on. </li></ul><ul><li>Enter details into game. </li></ul><ul><li>Play game. </li></ul><ul><li>Use connectivity capacity. </li></ul>
  5. 5. Looked Like:
  6. 6. Sounded Like:
  7. 7. How did you feel ? <ul><li>Stressed intimidated </li></ul><ul><li>Curious nervous </li></ul><ul><li>Rebellious confused </li></ul><ul><li>Worried concerned </li></ul><ul><li>Discovery learning uncertain </li></ul><ul><li>Where’s this going? </li></ul><ul><li>Wondering interested </li></ul>
  8. 8. What makes you say that? <ul><li>Hadn’t seen the DS Lites before </li></ul><ul><li>Hadn’t used a DS Lite </li></ul><ul><li>Out of comfort zone </li></ul><ul><li>Don’t like being told I have to do something </li></ul><ul><li>Hate not knowing what’s expected </li></ul>
  9. 9. What could have been done better? <ul><li>Modelled how to use equipment </li></ul><ul><li>Worked in groups </li></ul><ul><li>Talked </li></ul><ul><li>Developed a common set of assessment criteria </li></ul><ul><li>Talked about desired goal of activity </li></ul>
  10. 10. Teaching / Learning Cycle <ul><li>Teaching Learning Cycle </li></ul>Staff felt that this model of T/L was far too teacher centred. If we are going to truly personalise the curriculum, engage students in their own learning and teach them how to learn and reflect upon what it is they need to learn and know then the T/L should read “we” rather than “me.” It is we rather me who negotiate according to needs interests and abilities. It is we who determine the criteria by which we are assessed. It is the teacher who knows what outcomes should be achieved and who is responsible for the planning and programming ensuring what the students want to learn is considered and catered for.
  11. 11. School Assessment Policy <ul><li>Key ideas ? </li></ul>
  12. 12. The Executive <ul><li>Our focus is: </li></ul><ul><li>The students being at the centre of the teaching / learning cycle. </li></ul>
  13. 13. Our Goals are designed <ul><li>To achieve our schools vision and the exit outcomes as discussed at the beginning of the year. </li></ul><ul><li>To ensure all staff are supported in their understanding that the application of the T/L Cycle is consistent across all stages and invariably begins and ends with assessment. </li></ul>
  14. 14. Our Goals <ul><li>Assessment which is: </li></ul><ul><li>Consistent </li></ul><ul><li>Undertaken on an interim basis </li></ul><ul><li>Negotiated and criteria are clear </li></ul><ul><li>Visible to all, ie, students, staff and parents </li></ul><ul><li>Self reflective / metacognitive </li></ul>
  15. 15. Our Goals are: <ul><li>Focus on the positive and never accept anything that is second best. </li></ul><ul><li>3. Lead and model expectations of our profession and our school. </li></ul>