# data[].attributes.headline
Flash Cards:                  In the form of pictures or words, then matching words to the corresponding questions    

# data[].attributes.subject
Flash Cards:                  In the form of pictures or words, then matching words to the corresponding questions    

# data[].attributes.body
Skills based tasks

# data[].attributes.body
Assessment is for both the student and the teacher. For students to see how they are progressing and can make goals for their learning from this. It is also for the teacher to be able to see how students are tracking and when concepts need to be revisited. It should be an on-going process.

# data[].attributes.body
- Finding time to properly analyse data to inform teaching
- Being able to sit down with a student to discuss their learning and setting personal targets/goals for them to achieve.
- Students comparing themselves to others based on results

# data[].attributes.headline
Assessment is for teachers, children and families.  

# data[].attributes.subject
Assessment is for teachers, children and families.  

# data[].attributes.headline
I always do ongoing assessment to gage where the students are at at all times and see what needs to be retaught

# data[].attributes.subject
I always do ongoing assessment to gage where the students are at at all times and see what needs to be retaught

# data[].attributes.headline
Assessment needs to be an ongoing process and it is better for student mastery and self confidence if they see assessment as learning tasks rather than judgements of competence.

# data[].attributes.subject
Assessment needs to be an ongoing process and it is better for student mastery and self confidence if they see assessment as learning tasks rather than judgements of competence.

# data[].attributes.body
Students value assessments hat are relevant and meaningful to them. They value the learning experience when they can confidently apply their knowledge.

# data[].attributes.body
CONNECT
Challenges to assessment
Challenges to assessment 
include, differentiation of achievement aligned with the learning outcome, creating open ended assessments tasks for differentiation and student engagement and creating a simple and streamline process for collecting student data for teaching records and to inform the teaching and learning cycle.

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A key challenge around assessment is time. Time to develop meaningful assessment. Identifying exactly what needs to be assessed and the most effective way to assess. Finding time to record and analyse meaningful assessment data and time to develop activities in response to assessment data that meets the needs of the students. Another challenge is the varying learning needs of the students in the class. How do we effectively assess students with special needs? Consistency can also be challenging.
A key challenge around assessment is time. Time to develop meaningful assessment. Identifying exactly what needs to be assessed and the most effective way to assess. Finding time to record and analyse meaningful assessment data and time to develop activities in response to assessment data that meets the needs of the students.  Another challenge is the varying learning needs of the students in the class. How do we effectively assess students with special needs? Consistency can also be challenging.

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Observations
Observations

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The teacher- to know where to go from that point? is my teaching effective? What do I need to reteach? How can I extend the students who understand.
The teacher- to know where to go from that point? is my teaching effective? What do I need to reteach? How can I extend the students who understand. 

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Ongoing, observation
Ongoing, observation based assessment with immediate feedback.

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Assessment is for teachers and students. It is important that both students and teachers know where the student is at and where further teaching is required. It can help drive the program to be taught.
Assessment is for teachers and students. It is important that both students and teachers know where the student is at and where further teaching is required. It can help drive the program to be taught.

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challenges of assessment
challenges of assessment

When teaching Early Stage some of the challenges around assessment are:


 Making assessments consistent in their use of content. 


Having enough time to devote to analyzing the data recording and analyzing the results and also having time to moderate and consult with other members of staff


Using your judgment fairly when making decisions in large groups with different learning abilities


In early stage 1 immediate feedback is needed to help prevent the assessment process being perceived as negative for students


Assess their knowledge in an non intrusive but in an engaging way, while capturing what students are capable of especially students with additional needs


It can be sometimes challenging to use data effectively if the assessment does not capture the intended skill set or knowledge


Giving feed back to student to encourage their self-esteem


Giving tasks that are achievable for the different Levels of knowledge and abilities 





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Challenges around assessment?
Challenges around assessment? 
Moderating with other teachers
Consistent recording of observations and formative assessment
using assessment to inform next teaching sequence
Time to record and analyse


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CONNECT
Peer Assessment definitely has its place in school. It is incredibly valuable to have students share thoughts with their fellow peers. We need to create more opportunities and training for students in this area.
Peer Assessment definitely has its place in school. It is incredibly valuable to have students share thoughts with their fellow peers. We need to create more opportunities and training for students in this area.

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Assessment is for the teacher and the students and parents.
Assessment is for the teacher and the students and parents. 
It helps the teachers see how their students are tracking, any areas of required attention and areas of growth. It also helps the teachers assess the quality and effectiveness of their teaching programmes.
It helps the students see their progress and provides evidence when giving feedback to the parents. 

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I find one of the is
I find one of the issues with many forms of assessment for students in the negative stigma that assessment has for many students.

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Time and consistency
Time and consistency

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Self assessment and assessment that provides students with instant feedback. Particularly feedback that demonstrates their improvement and focus areas.
Self assessment and assessment that provides students with instant feedback. Particularly feedback that demonstrates their  improvement and focus areas.

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Assessment is for;
Assessment is for;
Students, teachers and parents. While it should promote learning it enables teachers to provide accurate feedback to parents and students to improve outcomes.

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Who is assessment for?
Who is assessment for?
Assessment is for both the teacher and the learner. Teachers use assessment in order to make educated decisions and planning for the 'what's next' for their students. They need to know where they're at, in their knowledge and understanding of content, in order to properly plan for them. Assessment is for the student. Self awareness of current knowledge is key for  personal planning and learning. 

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I like to know what
I like to know what students can do as a result of the teaching and learning activities. For this reason I do value low pressure tests because I can see them trying to bring back ideas from their long term memory. I can then see what is only partially stored. 
My students value creative assessments, especially those using G-Suite.

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Challenges around assessment
Challenges around assessment
- Spending time to analyse data 
- Use the data to target specific students and do it in a way that does not hinder other children's learning time
- Creating engaging assessments that suit a range of text types

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Assessment is to work out where students are at and where they are going
Assessment is to work out where students are at and where they are going 

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Rethinking Assessments
Rethinking Assessments
So it guides us with information on where to next and isn't just a grade for reporting purposes.

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Assessment is for both teachers and students as it informs both parties of where they are at at any given time, therefore giving the students feedback and allowing the teachers to adjust pedagogical strategies if required to allow students to meet learning outcomes
Assessment is for both teachers and students as it informs both parties of where they are at at any given time, therefore giving the students feedback and allowing the teachers to adjust pedagogical strategies if required to allow students to meet learning outcomes

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Challenges
Challenges
- Special education setting - fleeting engagement
- Students who have limited communication strategies and difficulty expressing their knowledge
- Diverse range of learning needs. 
- Fitting into standardised assessment structures
- People with autism often struggle with getting anything 'wrong'. 
- Attendance concerns (eg. as a result of challenging behaviour)
- Relevant and adaptable task

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Assessments are for both the students and the teachers so they can continuously reflect and monitor improvement.
Assessments are for both the students and the teachers so they can continuously reflect and monitor improvement. 

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Assessment is for teachers and students . Students reflect on their work while teachers see where students are and whether they are achieving outcomes
Assessment is for teachers and students . Students reflect on their work while teachers see where students are and whether they are achieving outcomes 

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Family and Others- where Parents comment, EG in the Home Reader Log Book and assess how their child is reading this book. Students and Teacher can then see the strengths and areas of development.
Family and Others- where Parents comment, EG in the Home Reader Log Book and assess how their child is reading this book. Students and Teacher can then see the strengths and areas of development.

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CONNECT
Teacher assessment- both with and without student feedback.
Teacher assessment- both with and without student feedback.

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CONNECT
Peer Assessment- simple ways to show how they feel others have worked in the task. We begin to use this in Term 2.
Peer Assessment- simple ways to show how they feel others have worked in the task. We begin to use this in Term 2.

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What forms of assessment do you and your students' value?
What forms of assessment do you and your students' value?
Self assessment- I have 4 emoji faces with different levels of how the student/s feel they went. They show which one they feel is for them at that task. We have just started to use this.

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Finding suitable ass
Finding suitable assessments for children with special needs - Being able to assess them while providing appropriate modifications. Standardised assessments are not always suitable for these students and may not highlight what they are capable of.

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We currently work wi
We currently work with a specific cohort of children on the autism spectrum and not all assessment models meet the needs of our students. 

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Some forms of assessment may time time to prepare and analyse
Some forms of assessment may time time to prepare and analyse

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So that we can can c
So that we can can continue to improve students learning outcomes

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We use observations
We use observations

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We use observations,
We use observations, anecd

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We use observations,
We use observations, anecdotal records and interviews and student's journal.

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Assessment is for both student and teacher.
Assessment is for both  student and teacher.
It helps the children to know what body of knowledge they need to acquire and it provides valuable information to the teacher about the varying levels of knowledge and skills students have. It also helps with planning and differentiating a program of instruction.
ASS
ASS

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CONNECT
.
.

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CONNECT
Assment is for both teachers and students. It informs teachers of where the student is at any time.
Assment is for both teachers and students. It informs teachers of where the student is at any time.
Assessment if for the teacher and student. It should inform the teacher of where the child is at any time.
Assessment if for the teacher and student. It should inform the teacher of where the child is at any time. 

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Assessment should be ongoing and ideally feedback should be immediate. It is for the student and the teacher so that they can both adjust the learning cycle.
Assessment should be ongoing and ideally feedback should be immediate. It is for the student and the teacher so that they can both adjust the learning cycle.

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I think that the assessment that students value is Assessment of (summative assessment) as this is where their grades come from and thus they see it as more inherently valuable. Whereas for me assessment for often provides more valuable insights which are able to inform my teaching and what may need to be adjusted or retaught. Often by the time summative assessment comes round it is too late to make corrections which may be necessary.
I think that the assessment that students value is Assessment of (summative assessment) as this is where their grades come from and thus they see it as more inherently valuable.  Whereas for me assessment for often provides more valuable insights which are able to inform my teaching and what may need to be adjusted or retaught.  Often by the time summative assessment comes round it is too late to make corrections which may be necessary.

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Using assessment data most effectively
Using assessment data most effectively
I find it difficult to find time to really analyse data from assessment tasks to inform my teaching. 

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Peer Assessment
Peer Assessment
Students provide peer assessment in relation to the success criteria. We use a system called two stars and a wish. Students explain two things their peer did well and one thing they could get better at.

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CONNECT
Self-assessment
Self-assessment
Students reflect on their learning in relation to the success criteria. Students put their name tag under one of the three levels  that best indicates their current level of understanding/achievement.

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CONNECT
I value effective and authentic assessment that gives me accurate data to inform my teaching. Students value immediate feedback.
I value effective and authentic assessment that gives me accurate data to inform my teaching. Students value immediate feedback.

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CONNECT
I value assessment that gives me accurate data to back up grading. Tests and quizzes provide this, where it is often difficult to have accurate records from observation.
I value assessment that gives me accurate data to back up grading. Tests and quizzes provide this, where it is often difficult to have accurate records from observation.
Many of my students prefer concrete assessment for similar reasons.

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CONNECT
Assessment requires immediate feedback and it needs to be able to inform teacher of teaching intentions
Assessment requires immediate feedback and it needs to be able to inform teacher of teaching intentions
assessment- for earlier years immediate feedback on how they are progressing. Tailoring the program to the needs of the class
assessment-  for earlier years immediate feedback on how they are progressing. Tailoring the program to the needs of the class

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consistency
consistency
Consistent teacher judgement

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Time
Time
to record, take notes, prepare assessments.

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It should be continuous
It should be continuous
It should not just be at at the end of term. It should be ongoing and be used to adjust program

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Pop quizzes
Pop quizzes

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Reviewing bookwork
Reviewing bookwork

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Student journal
Student journal

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Student self-reflection
Student self-reflection
Use 'How much do I understand' chart. Students move their name tags into the category of their understanding.

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Observations
Observations

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Assessment is for the teacher
Assessment is for the teacher
To adjust their program to cater for student needs and differentiate their program
Assessment is for the student
Assessment is for the student
It lets them know where they are and  where they have to go
Who is assessment for?
Who is assessment for?

more_vert
Why do we need to rethink what we are doing with assessment?
Why do we need to rethink what we are doing with assessment?

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What are some of the challenges around assessment?
What are some of the challenges around assessment?

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What form of assessment do you and your students value?
What form of assessment do you and your students value? 
TimeTeachers are busy and need a time efficient way to

# data[].attributes.headline
Assessment is a key component of learning. It informs teachers and students whether or not the students understand the course material taught. Assessment can also motivate students to improve and therefore demonstrate success.

# data[].attributes.subject
Assessment is a key component of learning. It informs teachers and students whether or not the students understand the course material taught. Assessment can also motivate students to improve and therefore demonstrate success.

# data[].attributes.body
include, differentiation of achievement aligned with the learning outcome, creating open ended assessments tasks for differentiation and student engagement and creating a simple and streamline process for collecting student data for teaching records and to inform the teaching and learning cycle.

# data[].attributes.headline
A key challenge around assessment is time. Time to develop meaningful assessment. Identifying exactly what needs to be assessed and the most effective way to assess. Finding time to record and analyse meaningful assessment data and time to develop activities in response to assessment data that meets the needs of the students.  Another challenge is the varying learning needs of the students in the class. How do we effectively assess students with special needs? Consistency can also be challenging.

# data[].attributes.subject
A key challenge around assessment is time. Time to develop meaningful assessment. Identifying exactly what needs to be assessed and the most effective way to assess. Finding time to record and analyse meaningful assessment data and time to develop activities in response to assessment data that meets the needs of the students.  Another challenge is the varying learning needs of the students in the class. How do we effectively assess students with special needs? Consistency can also be challenging.

# data[].attributes.headline
The teacher- to know where to go from that point? is my teaching effective? What do I need to reteach? How can I extend the students who understand. 

# data[].attributes.subject
The teacher- to know where to go from that point? is my teaching effective? What do I need to reteach? How can I extend the students who understand. 

# data[].attributes.body
Ongoing, observation based assessment with immediate feedback.

# data[].attributes.headline
Assessment is for teachers and students. It is important that both students and teachers know where the student is at and where further teaching is required. It can help drive the program to be taught.

# data[].attributes.subject
Assessment is for teachers and students. It is important that both students and teachers know where the student is at and where further teaching is required. It can help drive the program to be taught.

# data[].attributes.body
When teaching Early Stage some of the challenges around assessment are:

Making assessments consistent in their use of content.

Having enough time to devote to analyzing the data recording and analyzing the results and also having time to moderate and consult with other members of staff

Using your judgment fairly when making decisions in large groups with different learning abilities

In early stage 1 immediate feedback is needed to help prevent the assessment process being perceived as negative for students

Assess their knowledge in an non intrusive but in an engaging way, while capturing what students are capable of especially students with additional needs

It can be sometimes challenging to use data effectively if the assessment does not capture the intended skill set or knowledge

Giving feed back to student to encourage their self-esteem

Giving tasks that are achievable for the different Levels of knowledge and abilities

# data[].attributes.body
Moderating with other teachers
Consistent recording of observations and formative assessment
using assessment to inform next teaching sequence
Time to record and analyse

# data[].attributes.headline
Peer Assessment definitely has its place in school. It is incredibly valuable to have students share thoughts with their fellow peers. We need to create more opportunities and training for students in this area.

# data[].attributes.subject
Peer Assessment definitely has its place in school. It is incredibly valuable to have students share thoughts with their fellow peers. We need to create more opportunities and training for students in this area.

# data[].attributes.headline
Assessment is for the teacher and the students and parents. 

# data[].attributes.subject
Assessment is for the teacher and the students and parents. 

# data[].attributes.body
It helps the teachers see how their students are tracking, any areas of required attention and areas of growth. It also helps the teachers assess the quality and effectiveness of their teaching programmes.
It helps the students see their progress and provides evidence when giving feedback to the parents.

# data[].attributes.body
I find one of the issues with many forms of assessment for students in the negative stigma that assessment has for many students.

# data[].attributes.headline
Self assessment and assessment that provides students with instant feedback. Particularly feedback that demonstrates their  improvement and focus areas.

# data[].attributes.subject
Self assessment and assessment that provides students with instant feedback. Particularly feedback that demonstrates their  improvement and focus areas.

# data[].attributes.body
Students, teachers and parents. While it should promote learning it enables teachers to provide accurate feedback to parents and students to improve outcomes.

# data[].attributes.body
Assessment is for both the teacher and the learner. Teachers use assessment in order to make educated decisions and planning for the 'what's next' for their students. They need to know where they're at, in their knowledge and understanding of content, in order to properly plan for them. Assessment is for the student. Self awareness of current knowledge is key for personal planning and learning.

# data[].attributes.body
I like to know what students can do as a result of the teaching and learning activities. For this reason I do value low pressure tests because I can see them trying to bring back ideas from their long term memory. I can then see what is only partially stored.
My students value creative assessments, especially those using G-Suite.

# data[].attributes.body
- Spending time to analyse data
- Use the data to target specific students and do it in a way that does not hinder other children's learning time
- Creating engaging assessments that suit a range of text types

# data[].attributes.headline
Assessment is to work out where students are at and where they are going 

# data[].attributes.subject
Assessment is to work out where students are at and where they are going 

# data[].attributes.body
So it guides us with information on where to next and isn't just a grade for reporting purposes.

# data[].attributes.headline
Assessment is for both teachers and students as it informs both parties of where they are at at any given time, therefore giving the students feedback and allowing the teachers to adjust pedagogical strategies if required to allow students to meet learning outcomes

# data[].attributes.subject
Assessment is for both teachers and students as it informs both parties of where they are at at any given time, therefore giving the students feedback and allowing the teachers to adjust pedagogical strategies if required to allow students to meet learning outcomes

# data[].attributes.body
- Special education setting - fleeting engagement
- Students who have limited communication strategies and difficulty expressing their knowledge
- Diverse range of learning needs.
- Fitting into standardised assessment structures
- People with autism often struggle with getting anything 'wrong'.
- Attendance concerns (eg. as a result of challenging behaviour)
- Relevant and adaptable task

# data[].attributes.headline
Assessments are for both the students and the teachers so they can continuously reflect and monitor improvement. 

# data[].attributes.subject
Assessments are for both the students and the teachers so they can continuously reflect and monitor improvement. 

# data[].attributes.headline
Assessment is for teachers and students . Students reflect on their work while teachers see where students are and whether they are achieving outcomes 

# data[].attributes.subject
Assessment is for teachers and students . Students reflect on their work while teachers see where students are and whether they are achieving outcomes 

# data[].attributes.headline
Family and Others- where Parents comment, EG in the Home Reader Log Book and assess how their child is reading this book. Students and Teacher can then see the strengths and areas of development.

# data[].attributes.subject
Family and Others- where Parents comment, EG in the Home Reader Log Book and assess how their child is reading this book. Students and Teacher can then see the strengths and areas of development.

# data[].attributes.headline
Teacher assessment- both with and without student feedback.

# data[].attributes.subject
Teacher assessment- both with and without student feedback.

# data[].attributes.headline
Peer Assessment- simple ways to show how they feel others have worked in the task. We begin to use this in Term 2.

# data[].attributes.subject
Peer Assessment- simple ways to show how they feel others have worked in the task. We begin to use this in Term 2.

# data[].attributes.headline
What forms of assessment do you and your students' value?

# data[].attributes.subject
What forms of assessment do you and your students' value?

# data[].attributes.body
Self assessment- I have 4 emoji faces with different levels of how the student/s feel they went. They show which one they feel is for them at that task. We have just started to use this.

# data[].attributes.body
Finding suitable assessments for children with special needs - Being able to assess them while providing appropriate modifications. Standardised assessments are not always suitable for these students and may not highlight what they are capable of.

# data[].attributes.body
We currently work with a specific cohort of children on the autism spectrum and not all assessment models meet the needs of our students.

# data[].attributes.headline
Some forms of assessment may time time to prepare and analyse

# data[].attributes.subject
Some forms of assessment may time time to prepare and analyse

# data[].attributes.body
So that we can can continue to improve students learning outcomes

# data[].attributes.body
We use observations, anecdotal records and interviews and student's journal.

# data[].attributes.body
We use observations, anecd

# data[].attributes.body
We use observations

# data[].attributes.headline
Assessment is for both  student and teacher.

# data[].attributes.subject
Assessment is for both  student and teacher.

# data[].attributes.body
It helps the children to know what body of knowledge they need to acquire and it provides valuable information to the teacher about the varying levels of knowledge and skills students have. It also helps with planning and differentiating a program of instruction.

# data[].attributes.body
ASS

# data[].attributes.headline
Assment is for both teachers and students. It informs teachers of where the student is at any time.

# data[].attributes.subject
Assment is for both teachers and students. It informs teachers of where the student is at any time.

# data[].attributes.headline
Assessment if for the teacher and student. It should inform the teacher of where the child is at any time. 

# data[].attributes.subject
Assessment if for the teacher and student. It should inform the teacher of where the child is at any time. 

# data[].attributes.headline
Assessment should be ongoing and ideally feedback should be immediate. It is for the student and the teacher so that they can both adjust the learning cycle.

# data[].attributes.subject
Assessment should be ongoing and ideally feedback should be immediate. It is for the student and the teacher so that they can both adjust the learning cycle.

# data[].attributes.headline
I think that the assessment that students value is Assessment of (summative assessment) as this is where their grades come from and thus they see it as more inherently valuable.  Whereas for me assessment for often provides more valuable insights which are able to inform my teaching and what may need to be adjusted or retaught.  Often by the time summative assessment comes round it is too late to make corrections which may be necessary.

# data[].attributes.subject
I think that the assessment that students value is Assessment of (summative assessment) as this is where their grades come from and thus they see it as more inherently valuable.  Whereas for me assessment for often provides more valuable insights which are able to inform my teaching and what may need to be adjusted or retaught.  Often by the time summative assessment comes round it is too late to make corrections which may be necessary.

# data[].attributes.body
I find it difficult to find time to really analyse data from assessment tasks to inform my teaching.

# data[].attributes.body
Students provide peer assessment in relation to the success criteria. We use a system called two stars and a wish. Students explain two things their peer did well and one thing they could get better at.

# data[].attributes.body
Students reflect on their learning in relation to the success criteria. Students put their name tag under one of the three levels that best indicates their current level of understanding/achievement.

# data[].attributes.headline
I value effective and authentic assessment that gives me accurate data to inform my teaching. Students value immediate feedback.

# data[].attributes.subject
I value effective and authentic assessment that gives me accurate data to inform my teaching. Students value immediate feedback.

# data[].attributes.headline
I value assessment that gives me accurate data to back up grading. Tests and quizzes provide this, where it is often difficult to have accurate records from observation.

# data[].attributes.subject
I value assessment that gives me accurate data to back up grading. Tests and quizzes provide this, where it is often difficult to have accurate records from observation.

# data[].attributes.body
Many of my students prefer concrete assessment for similar reasons.

# data[].attributes.headline
Assessment requires immediate feedback and it needs to be able to inform teacher of teaching intentions

# data[].attributes.subject
Assessment requires immediate feedback and it needs to be able to inform teacher of teaching intentions

# data[].attributes.headline
assessment-  for earlier years immediate feedback on how they are progressing. Tailoring the program to the needs of the class

# data[].attributes.subject
assessment-  for earlier years immediate feedback on how they are progressing. Tailoring the program to the needs of the class

# data[].attributes.body
Consistent teacher judgement

# data[].attributes.body
to record, take notes, prepare assessments.

# data[].attributes.body
It should not just be at at the end of term. It should be ongoing and be used to adjust program

# data[].attributes.body
Use 'How much do I understand' chart. Students move their name tags into the category of their understanding.

# data[].attributes.body
To adjust their program to cater for student needs and differentiate their program

# data[].attributes.body
It lets them know where they are and  where they have to go

# data[].attributes.headline
Why do we need to rethink what we are doing with assessment?

# data[].attributes.subject
Why do we need to rethink what we are doing with assessment?

# data[].attributes.headline
What are some of the challenges around assessment?

# data[].attributes.subject
What are some of the challenges around assessment?

# data[].attributes.headline
What form of assessment do you and your students value? 

# data[].attributes.subject
What form of assessment do you and your students value? 