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Assess individuals on each school subject

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Assess individuals on each school subject

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Deb' clarify why they aren't achieving, and to provide a focus for our discussions to help them get there.'

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DebEveryone learns differently, and at different stages. Is it cognitive, is it social, is it physical ( eyesight, hearing ), is it a diagnosis, or is it a want to learn or not to learn? Why is learning such a difficulty? Why can't students manage themselves in certain situations?
A challenging concept sometimes, while still having the expectation on students to find success.
Working together we can find strategies and get results.

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Deb
Why are students below expected learning level? If this is the case, there are important questions needed to be asked in order to assist these students to find success.
Problem ?
Analysis ?
Cause/s ?
Improvements ?
Reflection ?

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When teachers work together to collaboratively examine student's work, everyone benefits.

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"Fairness in assessment and evaluation is grounded in the belief that all students should be able to demonstrate their learning regardless of their socio-economic status, ethnicity, gender, geographic location, learning style, and/or need for special services."

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"Fairness in assessment and evaluation is grounded in the belief that all students should be able to demonstrate their learning regardless of their socio-economic status, ethnicity, gender, geographic location, learning style, and/or need for special services."

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By working together and sharing a common goal, we can achieve great things. 

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By working together and sharing a common goal, we can achieve great things. 

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"The mathematics team has developed a common language and understanding that enables team members to align practice and to maximise their ability to move all students' learning forward." (p.63) "Teaching, learning and assessing in a developmental way - a true co-planning, co-teaching, co-debriefing and co-reflecting approach"p.63

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"The mathematics team has developed a common language and understanding that enables team members to align practice and to maximise their ability to move all students' learning forward." (p.63) "Teaching, learning and assessing in a developmental way - a true co-planning, co-teaching, co-debriefing and co-reflecting approach"p.63

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Jacqi

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It is important to know what we wish to achieve at the start of our assessment process.

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"You have to start where the student is"

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"You have to start where the student is"

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Create assessments that cater to many achievement levels; ensure consistency from year to year so data can be compared; and ensure data scrutiny is accurate by having numerous, fine-grained, easily tracked assessment items for each level.

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To improve student learning everyone (teachers) needed to all be committed to improved reading outcomes and all working together on consistent strategies.

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Believing that all students can learn and that all teachers can teach is a critically important first step.

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Believing that all students can learn and that all teachers can teach is a critically important first step.

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Continuing to foster a common literacy environment within a school so that a school can move forward also involves making parents understand the importance of literacy in all their students work so that they can support their own children and the school in achieving success.

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Continuing to foster a common literacy environment within a school so that a school can move forward also involves making parents understand the importance of literacy in all their students work so that they can support their own children and the school in achieving success.

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Having extra support (learning coaches) to help teachers  and students with their learning can make a difference .

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All students can learn and all teachers can teach, given time and support.

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Teaching students is a big responsibility and having an opportunity to get help is useful

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ENSURE THAT SUMMATIVE ASSESSMENT INFORMS NEXT STEPS FOR STUDENTS & PARENTS
*summative evaluation (what have students learned?) concludes the teaching-learning cycle when a judgement is made as to how well a student has learned the materials, concepts & content.
*A summative assessment opportunity that significantly increases student & parent ownership of the learning is the student led conference. Self-reflection is the key to its success.

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"When the cook tastes the soup it is formative and when the guests taste the soup it is summative."

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*when students can clearly articulate their own learning, they have taken ownership of their learning.
*Parents can be critical learning partners with students & often powerful influencers on the teaching-learning cycle.

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Provide Students With Descriptive Feedback

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Provide Students With Descriptive Feedback

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This form of feedback provides students with meaningful feedback as they are part of the process

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Descriptive feedback has an impact when.."suggest a pathway that students can take to close the gap between where they are now and where they need to be

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The benefits of descriptive feedback are that students get information about their performance, and teachers can track what students are working on.

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The use of new online and digital media learning tools. . . .by the student can lead to immediate feedback, leading to better learning.

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The use of new online and digital media learning tools. . . .by the student can lead to immediate feedback, leading to better learning.

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During the lesson analysis by the student shows them their on going performance .

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During the lesson analysis by the student shows them their on going performance .

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Real time measurement in the classroom offers immediate tracking and progress reporting and captures formative assessment of content learned

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Real time measurement in the classroom offers immediate tracking and progress reporting and captures formative assessment of content learned

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- Data walls should be based on common assessment tools.
- They should be displayed in a common staff area that is away from students.
- They assess ALL areas of a students learning so we can see a holistic view of the students understanding.
- They shift the focus from one teacher improving one students outcomes to the whole school improving the outcomes of all students.

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"When students are leveled on the wall - as being below, within, or beyond their grade level - teacher can see who is lagging, who is stuck and who is succeeding. Teachers discuss with each other what is needed to move all - each and every student- forward."

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I don't think a Data wall is all that different from what we are doing currently. Although instead of having the data displayed on a wall, we have the PLC meetings to discuss data in our teams instead of displaying it all on a wall.

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Why are students below expected learning level? If this is the case, there are important questions needed to be asked in order to assist these students to find success.
Problem ?
Analysis ?
Cause/s ?
Improvements ?
Reflection ?

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Assess individuals on each school subject

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Assess individuals on each school subject

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' clarify why they aren't achieving, and to provide a focus for our discussions to help them get there.'

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Everyone learns differently, and at different stages. Is it cognitive, is it social, is it physical ( eyesight, hearing ), is it a diagnosis, or is it a want to learn or not to learn? Why is learning such a difficulty? Why can't students manage themselves in certain situations?
A challenging concept sometimes, while still having the expectation on students to find success.
Working together we can find strategies and get results.

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I had mixed emotions - I loved the idea that children need to not only have their 'faces' recognised by their   teachers, but by themselves as well - essentially to develop their ability to reflect on their learning and development. figure 3.5 was good to link with L.I.
I did think that some of the ideas asked a bit much of Primary students, and some was irrelevent as it referred to Year Twelve pupils mentoring Year Nine pupils in their ability to self assess.

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Quote:
The anchor charts help students to be clear about the task and the expectations to complete it.

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Making our learning intentions and success criteria very explicit so our students know exactly what they have to do to be successful at their tasks.

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Takeaway:
Models and anchor charts help the students see what exactly they need to do so they be successful at the task.

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What are you learning?
How are you doing?
How do you know?
How can you improve?
Where do you go for help?