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What are we assessing when we teach for learning? Principals need to ask questions of their staff and students about assessment in the classroom.

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What are we assessing when we teach for learning? Principals need to ask questions of their staff and students about assessment in the classroom.

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Whole-school assessment policies should also be revised annually to reflect on practices and their effectiveness in promoting learning

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Whole-school assessment policies should also be revised annually to reflect on practices and their effectiveness in promoting learning

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Planning: as the JC subjects have come into schools it takes (in my experience) a year or two for teachers to change how they use assessment in their planning, teaching and learning. I would say that not all are at the same point. 

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Planning: as the JC subjects have come into schools it takes (in my experience) a year or two for teachers to change how they use assessment in their planning, teaching and learning. I would say that not all are at the same point. 

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We can support by guiding and questioning the purpose of summative assessment only and nudge teachers and subject department to examine formative assessment.

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We can support by guiding and questioning the purpose of summative assessment only and nudge teachers and subject department to examine formative assessment.

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I have seen missed opportunities for learning where incorrect answers were not utilised and going back to our previous discussion today, there has to be clarity on what, why and how we assess point

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I have seen missed opportunities for learning where incorrect answers were not utilised and going back to our previous discussion today, there has to be clarity on what, why and how we assess point

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As it's unusual (I would Imagine) to see an assessment in progress while on inspection, our role in supporting teachers might have to extend outside the visit to the lesson

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As it's unusual (I would Imagine) to see an assessment in progress while on inspection, our role in supporting teachers might have to extend outside the visit to the lesson

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Students need to be brought into the design of assessment modes The benefits of feedback, as part of the assessment process is underutilized by both students and teachers

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Students need to be brought into the design of assessment modes The benefits of feedback, as part of the assessment process is underutilized by both students and teachers

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While teachers are in theory grappling with these changes there is still a reliance among many on AoL as long as the terminal exam (LC) remains a quantitative one

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While teachers are in theory grappling with these changes there is still a reliance among many on AoL as long as the terminal exam (LC) remains a quantitative one

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Students often see tests as the only form of assessment and don't necessarily realise that homework and associated feedback can be a way of supporting them to improve their learning practice 

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Students often see tests as the only form of assessment and don't necessarily realise that homework and associated feedback can be a way of supporting them to improve their learning practice 

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For example Kahoot is great but very shallow, however using IT to create a film or art piece can be rich. 

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For example Kahoot is great but very shallow, however using IT to create a film or art piece can be rich. 

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Planning: the link between planning for learning, and planning assessment needs to be made overt in teacher

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Planning: the link between planning for learning, and planning assessment needs to be made overt in teacher

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I think we need a variety of assessment modes. Understanding assessment- change takes time and engagement, journey started later for my subject area, teachers are trying to map existing methodologies into new practice Junior Cycle reform has forced us to consider the wider issue of assessment. 

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I think we need a variety of assessment modes. Understanding assessment- change takes time and engagement, journey started later for my subject area, teachers are trying to map existing methodologies into new practice Junior Cycle reform has forced us to consider the wider issue of assessment. 

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it’s a rich learning opportunity for both the teacher's reflective practice as well as progressing students learning SSE gives schools a great opportunity to look at their assessment processes  student

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it’s a rich learning opportunity for both the teacher's reflective practice as well as progressing students learning SSE gives schools a great opportunity to look at their assessment processes  student

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.. .Question for students and teachers - at what point are students requested to buy exam papers - what is the purpose if the solutions are on line (Question during inspection)In the spirit of inclusion, assessment needs to be more holistic, not only in terms of basic ability and knowledge acquisition but also, skills, interests, talents beyond schoolLC exam is the driver of assessment practices

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.. .Question for students and teachers - at what point are students requested to buy exam papers - what is the purpose if the solutions are on line (Question during inspection)In the spirit of inclusion, assessment needs to be more holistic, not only in terms of basic ability and knowledge acquisition but also, skills, interests, talents beyond schoolLC exam is the driver of assessment practices

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Supporting teachers practice: "What I have seen working"...... Adopt, develop and deploy Student’s experience of classroom assessment is mostly summative from what I am and have been observing personally and professionally.

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Supporting teachers practice: "What I have seen working"...... Adopt, develop and deploy Student’s experience of classroom assessment is mostly summative from what I am and have been observing personally and professionally.

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Planning is sporadic around assessment and the paper planning is not effective unless it is a live and relevant within the classroom and promotes

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Planning is sporadic around assessment and the paper planning is not effective unless it is a live and relevant within the classroom and promotes

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We need to be careful about  over-advocating the use of IT in assessment, while it has it place it also has its limitations. 

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We need to be careful about  over-advocating the use of IT in assessment, while it has it place it also has its limitations. 

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Very big but important questions, would be great to explore these in greater detail in a break out room situation in the future.

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Very big but important questions, would be great to explore these in greater detail in a break out room situation in the future.

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On occasion, the tasks seem to be done just to have students active, without assessment being built into the task.

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On occasion, the tasks seem to be done just to have students active, without assessment being built into the task.

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Possibly we can nudge them in that direction by asking about the purpose of tasks carried out by students during a lesson. 

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Possibly we can nudge them in that direction by asking about the purpose of tasks carried out by students during a lesson. 

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Planning: I don't think that teachers plan for formative assessment as part of planning for learning.

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Planning: I don't think that teachers plan for formative assessment as part of planning for learning.

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What assessment strategies are evident in the lesson - aside from the review of summative modes of assessment and do learners progress in their learning?

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What assessment strategies are evident in the lesson - aside from the review of summative modes of assessment and do learners progress in their learning?

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Are we using 20th century tools to assess 21st century learning?Conceptual vs Practical shift: the practical is fine, the concepts need to be imbedded in teacher CPD perhapsJunior cert reform is leading the shift into the process space

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Are we using 20th century tools to assess 21st century learning?Conceptual vs Practical shift: the practical is fine, the concepts need to be imbedded in teacher CPD perhapsJunior cert reform is leading the shift into the process space

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Conceptual and / or  Practical shift: Where am I?
Where are teachers? How can I support them?

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What are the students’ experiences of assessment in the classroom?
How do I support teachers’ pedagogical practice ?

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Are teachers planning for assessment as part of planning for learning?
How can I support them in this?