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Using data for progress

TGP 2014-15
by

Laurie Johnston

on 21 September 2014

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Transcript of Using data for progress

Using data to make progress
TGP 2014-15
Formative assessment for students
Allows them to answer the following questions:
Where am I going
How am I doing?
Where to next?
Formative assessment for teachers
Allows them to answer the following questions:
Where are we going?
How are we doing?
Where next?
Requisites
Relevant assessment data

Beliefs, knowledge and skills of teachers

Beliefs, knowledge and skills of school leaders

Relevant assessment data
Provides teachers with curriculum relevant information about;
Where their students are at
What their students need to learn next
In a timely manner
Can be of many different kinds

Task 1
Look at this marksheet for Mr. Johnston's Y9 class:

What issues are there here?
What planning lessons are there for the teacher?
What strategies/considerations are there for the class teacher?
Relevant assessment data
Provides teachers with curriculum relevant information about;
Where their students are at
What their students need to learn next
In a timely manner
Can be of many different kinds:

Task 2
What kinds of assessment data do we hold on students?
Beliefs, knowledge and skills of teachers
Enquiry habit of mind
Data can inform teaching and learning (not labels for students)
Sufficient knowledge of the meaning of the data to make appropriate adjustments to practice
Sufficient pedagogical content knowledge to make relevant adjustments to practice

Task 3 - How should data affect teaching?
Objectives
Seating plans
Tasks
Resources
Direction to AOT's
Marking
Feedback
Intervention
Teacher enquiry in to student learning
What do the students already know?
What sources of evidence have we used?
What do the students need to learn and do?
How do we build on what they know?
Teacher enquiry in to own learning
How have we contributed to existing student outcomes?
What do we already know that we can use to promote improved outcomes for students?
What do we need to learn and do to promote these outcomes?
What sources of evidence / knowledge can we utilise?

How effective is what we have learned and done been in promoting our students’ learning and well-being?
Means the use of assessment information on a daily, weekly, term by term and annual basis
Using a range of assessment tools

Judging impact
Pervades all aspects of the cycle
Identifying what students need to learn
Identifying what teachers need to learn
Checking impact of changes to practice

Assessment is not a single event
Teachers can use data to improve teaching practice in ways that work for students
Requires
Curriculum-relevant assessments
All layers of the system to know their learners
Development of the beliefs, knowledge and skills needed for each to enact their responsibility throughout the system

Conclusion
Full transcript