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Students' readiness for assessment is inconsistent- varies from day to day
Much more telling
videos and photos
capturing the learnings - daily, weekly
learning sequences
tuning in to the students' knowledge and respond to it

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Formal assessments
Present it through ABLES
Diagnostic Assessments
At the beginning or at the end of a unit

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Formative assessment is...

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Able to subatise and pick up the correct number each time

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I wonder if the two students could have worked together. Eg one student rolls while other student counts and gets blocks

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What was the reason for the floor instead of the table

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I wonder…
Classroom strategies to enable teacher to run a small group with teacher
Good at 1:1 correspondence

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Counting on with two dice as the next step
Moving the student in who could count as a whole.
Would they be able to recognise the concrete to symbolic.

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Would it be different being conducted at the tables?

Would they be able to do the same task with other items?

Would the result and the running of the activity be different with preferred items?

Would the result be different if there were numbers on the dice?

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Could you have a visual to match amount with the known amount. ::=4

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I wonder where does this sit on the curriculum levels.
I wonder what skills were needed and how to further extend this
I wonder what specific elements was being measured in this lesson- learning intention

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Learning intention

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If the environment would have been different. Eg quieter would more assessment been done

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How many different endings can there be?

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Measurement - full cup

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I notice…
students are still working on understanding the concept of full
working on subitising using dice

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What was the purpose of ‘is the cup full’? Why

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I wonder if they’re going to count how many cubes it took to fill the cup
I wonder if they had the same amount in the cup

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Turn taking to reduce anxiety

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How the activity ends?

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Counting out loud

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Identifying numbers

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Zander took the right number of cubes in each handful

Assessing capacity of fullness as well as number

Was difficult for Zander to wait opposed to Eleanor

Was informal sitting on the floor

More cognitive with hands on activities

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Continuous teacher instruction, is it full. Are you sure

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Subatising

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Differential instruction which lends room for extension of understanding

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Counting

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Doing a group activity
Counting 1 to 1 correspondence
Volume and whole number
Recognising numbers instantly
Turn taking.
Social skills

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Using manipulatives
Also learning to take turns
Checking in a lot to check engagement
Working on a range of maths concepts

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Turn taking

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I’ve noticed that it was an easy way to assess if they  can  count 

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I’ve noticed that it was an easy way to assess if they  can  count 

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Working on number recognition, counting and capacity

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Incorrect subatise

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Find the level and progress of students

Understanding taken from lessons

What the next step is

To develop or improve the program, resources and teaching practice

Measure of understanding and teaching practice, team wor

Feedback from students

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demonstrating ability
where students are at in learning/reflection of present learning
ongoing data collection
reflecting on the effectiveness of teaching
methods: observation, anecdotes, checklists, work samples, video samples, photo samples
summative and formative
formal and informal

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Team effect

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A measure of a person, place or thing to identify risks, skills, strengths, needs, ability, function to assess in appropriate goal setting. Can be used as a measure of success of intervention.

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How well has your program and teaching informed the class

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Where the students are at present time and inform future planning

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How well have the students understood the lesson

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Formative and summative assessment
Gives evidence of the learning
Goal setting.

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Past present future

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Types of assessment-formal informal

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Formal and informal

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Observing students pre and post understanding

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Assessment pre and post learning to see growth and development

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A formative and summarise process

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Evaluation of knowledge

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Gauging what the students have learnt and seeing their growth

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Way to measure students learning needs and learning progress

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Part of the cycle of learning