Vision for the future

Assessment for Learning

How do we achieve this?

How Do we achieve this?

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Plan assessment when planning units

  • Use assessment data to help with planning
  • Decide on Learning Outcomes and criteria before planning the learning activities
  • Select the Learning Outcomes to assess
  • Design assessment tasks that will appropriately assess the LOs
  • Plan using the language to be used with the students
  • Be prepared to alter planning as the students’ needs change
  • Plan collaboratively to achieve the best planning and student outcomes possible


Share planning and learning outcomes with students

  • Share Learning Outcomes, criteria, the learning process, timeframes, assessment tasks
  • Learning Outcomes will be displayed and clarified with students
  • Learning Outcomes will be:
  • written in student-friendly language
  • clear and specific
  • focused on learning not a task
  • context free (often)


Share or Negotiate criteria with students

  • Criteria will be:
  •  Directly related to the Learning Outcomes
  • Collaboratively written with students (whenever possible or appropriate)
  • Written in student friendly language
  • Understood, referred to often and used by students


Provide quality verbal and written feedback and feedforward

  • Focus on providing quality verbal feedback and feedforward
  • Always link feedback and feedforward to the LOs and the criteria
  • The best feedback and feedforward involves the teacher and the student in learning conversations (see Gipps)
  • Ensure every student regularly engages in quality learning conversations with the teacher across the learning areas
  • Scaffold written feedback and feedforward

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Provide examples of quality work

  • Exemplars will be linked to the criteria
  • Exemples can be those of experts (author, poet, artist), students or teacher modeling


Provide self-assessment opportunity

  • Student need to be taught self-assessment skills
  • Should be a regular occurrence
  • There should be a scheduled self-assessment opportunity approximately once a term per learning area
  • Students need support to identify next steps and how to get there
  • Self assessment can be informal or formal
  • Students keep their own assessment record so they can monitor their own progress and achievement


Encourage peer interactions and suggestions using criteria

  • Ensure that the process is safe for students by:
  • Model how to do this
  • Teach students the skills eg one compliment and one suggestion (constructive)
  • Ensure they link the feedback to the criteria