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‘There is no best way to assess learning. Perhaps the most powerful approach is the continuous observation of student activities, and interpretation within the relevant frame of reference...the framework must be criterion referenced so that the growth and development of the student can be monitored through successive levels of increasing competence.’
How are ambitious goals for learners created?
How are ambitious goals for learners created?
Aims
Aims
- To consider various continuums and reflect on how they can inform goals for learners, and track growth.
- To understand the importance of critically evaluating the impact of teaching on student learning and progress
Intended Outcomes
Intended Outcomes
By the end of this module, participants will have:
- Understood and engaged in dialogue to articulate evidence of one student’s learning in order to reflect and generalise on how to monitor growth and plan future goals for all students
- Considered how we can monitor for growth through ‘successive levels of increasing competence’.
- Examined a range of learning continuums
Learning Experience 1: Evidence of Student Learning
Learning Experience 1: Evidence of Student Learning
Group Activity: Each teacher is to provide evidence of one student’s learning.. This can be in the form of an assessment, anecdotal notes, student work sample- etc - if possible can evidence samples all be based around the same learning content area, eg maths, literacy, a capability, RE etc (NB: If you have completed Design Module: Teachers as Designers, Activity 4B, and you have trialled a new learning experience for your students, you could use evidence of learning from this unit.)
Now, focussing on this one student, consider the evidence of learning in the selected area and respond to the following questions in groups.
Group Share:
- What are the indications of learning?
- How do you know (eg. make reference to a relevant continuum eg. EALD continuum, PRD - Progression of Reading Development, Religious Education Curriculum Framework, Victorian Curriculum, EAL Continuum etc)
- Now set an ambitious goal that builds on this evidence and will take this student to the next level of increasing competence in order to track growth. (Consider your previous work on ‘Learning together’ from the Assessment Module: 'Building students' Assessment Capabilities' to inform how this goal might be set in consultation with the learner)
Individual Reflection: Share your thoughts on one of the following on your team's Google + community
- How has your thinking changed on the concept of ‘indications of growth’?
- How do we create a classroom context geared towards growth for all?
- What types of evidence enable monitoring to ensure that learners are achieving growth according to a progression of learning, eg what evidence will best indicate where to go next?
“ Passion for evaluating impact is the single most critical lever for instructional excellence.” John Hattie
“ Passion for evaluating impact is the single most critical lever for instructional excellence.” John Hattie
Learning Experience 2a: Know thy Impact - Teacher
Learning Experience 2a: Know thy Impact - Teacher
Watch the video John Hattie’s Summary: Know thy impact from Cognition Education and reflect on how this further develops your understanding of measuring impact at a personalised level.
Consider:
- What are some of the ways that we can monitor our impact as teachers, on student learning?
- How do we enable students to monitor their own growth and articulate the impact that we as teachers having on their learning.
Post your reflection on your team’s google + community.
Learning Experience 2b: Know thy Impact - Leader
Learning Experience 2b: Know thy Impact - Leader
Watch the video https://vimeo.com/193628635 and reflect on how Simon Breakspear’s ‘Four Keys for Maximising impact’ further develops your understanding of measuring your impact as a leader.
Consider:
- Reflection- which things have had the biggest impact on practice, and on student learning
- Simplify- eliminate the nonessential, remove what isn’t relevant for impacting on teacher practice and student learning
- Focus- what are the few things only you can do, to have the impact you want on student learning. (refine to 1-3 things)
- Align- How do you align your resources to achieve your focus?
Share your reflection with your leadership team and post your reflection on your team’s google community.
Resources and Further Reading:
Resources and Further Reading:
- Associate Professor Esther Care and Professor Patrick Griffin- Assessment is for Teaching, 2009
http://www.arc-ots.com/alp/resources/M1_reading.pdf
- Leading voices Hattie and Griffin https://www.youtube.com/watch?v=M8JGuDZWdIU
- CECVInterventioFramework http://www.cecv.catholic.edu.au/getmedia/9f88e0b6-43a4-4222-923c-93f1432aa544/CECV-Intervention-Framework.aspx?ext=.pdf
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