This document discusses using assessment for learning in mathematics teaching. It focuses on collecting student data through tools like the Nelson Assessment Kit to inform lesson planning and differentiation. The goal is to gather clear evidence of individual student attainment in order to provide precise feedback and determine what each student needs to improve. If teachers commit to peer assessment and using student data to guide instruction, student engagement, learning and achievement will increase. The document encourages establishing transparent criteria and grading systems so students understand expectations and can coach each other.

1. Curriculum
Day
August, 2012
Mathematics
ASSESSMENT FOR LEARNING

3. LEARNING INTENTION
for today
• To effectively use assessment to improve
student outcomes (Assessment FOR
Learning) in our teaching of mathematics;
• To differentiate student learning in our
lesson planning using evidence gained
from data in all areas of mathematics.

4. SUCCESS CRITERIA
I have an understanding on how to collect
clear evidence that informs me about
hot to lift individual attainment;
I have an understanding of how to
administer, collect and collate data
from NAK;
I understand how to differentiate student
learning in my lesson planning using
evidence gained from data.

5. Baseline Data
Do a KWL on
Wallwisher!
Go to this website and write http://wallwisher.com/wall
down all the things you /assessforlearning
Know, Want to know
and during the session
you can write down what
you have Learnt about
assessment for learning.
Remember throughout the
session, you can add your
discoveries to the wall!

6. Assessment
(general definition)
Assessment is the ongoing process of
gathering, analysing and reflecting on
evidence to make informed and consistent
judgements to improve future student
learning.

7. Assessment FOR
Learning
(Assessment Reform Group, 2002)
Assessment for learning is the process of
seeking and interpreting evidence for use by
learners and their teachers to decide where
the learners are in their learning, where they
need to go, and how best to get there.

8. Assessment FOR
Learning
(DEECD, Prep to Year 10 Assessment Advice)
Assessment FOR learning - occurs when teachers
use inferences about student progress to inform
their teaching

9. Assessment FOR
Learning
(Curiosity, NMR, 2012)
Theory of Action for Teachers
If we commit to peer assessment, and assessment
for learning, then student engagement, learning
and achievement well accelerate.

10. COMMIT TO ASSESSMENT FOR
LEARNING
Elaboration:
-We collect clear evidence that informs us about how to lift
individual attainment;
-We offer clear feedback to, and seek clear feedback from,
our students – this means we can be precise about what
each student needs to improve and how best to get there;
-Students know what grades/levels they are working at, and
they have transparent criteria to enable peer coaching;
-There is an evidence-based link between student learning
and lesson planning.

11. What we currently have in place
ASSESSMENT FOR LEARNING –
Assessment that guides our teaching and
learning.
•Online Early Years Mathematics

12. Adopting consistent teaching protocols
Nelson Assessment Kit.
What does it
look like?

13. Collecting clear evidence that informs us
about how to lift individual attainment

14. There is evidence-based link between
student learning and lesson planning
Learning
Intention
Focus Teaching
Group

15. There is evidence-based link between
student learning and lesson planning
Learning
Intention
Focus
Teaching
Group?
What would
their learning
intention be?

16. Students know what grades/levels they are
working at
• Sustaining classroom cultures that
encourage interaction and use of
assessment tools.

17. Students know what grades/levels they are
working at, ands they have transparent criteria to
enable peer coaching

18. We offer clear feedback to, and seek clear
feedback from, our students – this means we can
be precise about what each student needs to
improve and how best to get there;
• Roving conferences

19. How do we solve this problem?
What are we currently using to identify which tests to administer?

20. EYN & On Demand ADAPTIVE
ASSESSMENT SCHEDULE
•Online Early Years Numeracy F-2
•On Demand Years 3-6

21. Reflection Time
Go back and
REFLECT http://wallwisher.com/wall/as
What do you now KNOW
about Assessment FOR
learning.
Did you meet your success
criteria?