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1. Assessment should be an integral part of teaching and learning
2. assessment should be educative
3. assessment should be fair
4. assessment should be designed to meet their specific purposes
5. assessment should lead to informative reporting
6. assessment should lead to school-wide evaluation processes

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A good teacher sits at the intersection of Relationships, Managerial and Instructional regions.

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Task and product level – corrective feedback i.e. right or wrong answers.

Process level – aimed at the process used to perform the task.

Self-regulation or conditional level – reflective or probing questions to guide the student on 'when', 'where' and 'why' for their chosen strategies.

Self-level – praise. To be used sparingly.

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1. Task description – what the student is doing.

2. Scale – describes how the task has been performed (usually 5 levels).

3. Dimensions – components of the task being judged.

4. Description of dimensions – criteria to be met to achieve that scale.

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Formative assessment – how well the students are learning.

Summative assessment – how well the students have learned.

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AITSL Standard 5: Assess, provide feedback and report on student learning

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AITSL Standard 5: Assess, provide feedback and report on student learning

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5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgments
5.4 Interpret student data
5.5 Report on student achievement

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Encourage responsibility and have high expectations

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Encourage responsibility and have high expectations

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Cannot be reduced to technique alone comes from
identity and integrity of the teacher

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Cannot be reduced to technique alone comes from
identity and integrity of the teacher

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Guided by theories of teaching, practices of teaching, past experiences and current experiences of what makes a good teacher

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Assessment of learning – summative – judgement/measure of what has been learned.

Assessment as learning – students can reflect and monitor their progress.

Assessment for learning – formative - see where the students are at to adjust your future teaching.

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I do

We do

You do it together

You do it alone

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Connects teaching with learning

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1. What do you want the students to learn?
2. Why does it matter? - i.e. if you can't do this, you can't move on to the next topic.
3. How will they do it? - will students do groupwork, or collaborative learning, do a skit, etc.?
4. How well do you expect them to do it? - some things may be more important than others.
5. How will you know when they have achieved it? - using assessment, either formally or informally.

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Plan, teach, assess, reflect, then repeat.

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AITSL standard 3: 

















Plan for and implement effective teaching and
learning

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AITSL standard 3: 

















Plan for and implement effective teaching and
learning

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3.1. Establish challenging learning goals
3. 2. Plan, structure and sequence learning programs

3.3. use teaching strategies

3.4. Select and use resources
3.5. Use effective classroom communication
3.6. Evaluate and improve teaching programs

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1. identify essential representations of their subject
2. guide learning through classroom interactions
3. monitor learning and provide feedback
4. attend to affective attributes
influence student outcomes

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Australian Curriculum Principles of Teaching and Learning

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Australian Curriculum Principles of Teaching and Learning

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COMAIIS

Connected and challenging

Opportunity to learn

Motivating and purpose

Action and reflection

Inclusive and difference

Independence and collaboration

Supportive environment

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Reflects the quality and quantity of teaching. This is more the instructions you give to students. How you implement your planning. The Pedagogy.

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Reflects the quality and quantity of use of time.  Planning on a macro and micro scale more importantly planning the resources, content knowledge of your subject, planning the unit of work. Modification to suit different learning ability and styles. Strategies for behavioural management. This also includes reflecting and evaluating on the impact you have had on the students learning and continuing to learn ways that will increase your impact.This will assist future planning

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That Hattie Guy: Teachers Make a Difference
What is the research evidence? 

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That Hattie Guy: Teachers Make a Difference
What is the research evidence? 

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Forming positive relationships and use pedagogy that is collaborative and connects with students interests and allows the students to have control over their learning. Relationships with parents, teachers and students all make an effective teacher.

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Big picture Question: 





What do you think makes an effective teacher?

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Big picture Question: 





What do you think makes an effective teacher?