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With a focus on teacher collected data and evidence, it is important to have a shared understanding of what quality learning looks like. Moderation is most effective when:

1.         it is conducted collaboratively and regularly with the shared aim of professional learning and growth

2.         it is a part of the planning process and includes time to reflect on how learning is informing teaching

3.         appropriate assessment tasks are designed collaboratively and aligned to planned learning.

Moderation is beneficial for building teacher assessment capability as it:

4.          results in a greater consistency of judgment and reliability of evidence to inform next steps

5.          provides confidence in consistency of quality

6.          leads to shared expectations for learning.

Having a set of questions to bring to a moderation discussion can build a shared understanding of quality and learning. The questions can also assist in retaining a focus on evidence to inform learning and teaching. Some questions are:

·           Have the learning experiences provided ample information to allow an evaluation to be made?

·           What does a student’s performance reveal about her/his level of understanding?

·           Have any unexpected results occurred?

·           How could the learning and teaching process be modified as a result of the assessment?

·           Should any changes be made to the assessment design or procedure?

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Feedback has been identified as one of the most effective teaching practices and should therefore form the core of assessment.

·Effective teacher feedback offers opportunities for reflection and taking action on learning.

·Feedback encourages learning adjustment, promotes continuous improvement and celebrates success.

·Effective feedback is timely, specific and well considered to provide students with opportunities to practise and extend metacognitive skills.

·Feedback helps students develop strategies to self-adjust and has a powerful influence on engagement and self-efficacy towards learning.

·In providing feedback, teachers may consider whether to focus on knowledge or skills, on the learning process, or on self-regulation skills.

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“Students who have well-developed assessment capabilities are able and motivated to access, interpret, and use information from quality assessment in ways that affirm or further their learning.”

Directions for Assessment in New Zealand (DANZ) report

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Terminology…..

evidencing learning (through…)

monitoring learning

document learning

measuring learning

reporting on learning

assessment capable teachers, students, learning communities

Self-adjusters

Self-assessment

peer feedback

Feedback

Feedforward

learning goals and success criteria

backwards by design and forwards by design

以前Making the PYP Happen で使用していた用語とは違う用語も『Learning and Teaching』には使われています。それも踏まえ、今のKIAの評価方針について、どのように変えていく必要があると思いますか？

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‘Assessing Student Learning: Why Reform is Overdue’

Geoff N Masters

‘Assessment for teaching’  (Extract from Chapter 1: Professional learning teams and decision making)

Patrick Griffin & Pam Robertson

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宿題１）What connects, what confirms, what tensions, what challenges?Reflect how Masters and/or Griffin’s position on assessment is the same and different from their position.Master か／と Griffin の評価に対する見方とあなた自身の評価に対する見方のとこが同じでどこが異なっているか考えて見ましょう

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宿題１）What connects, what confirms, what tensions, what challenges?Reflect how Masters and/or Griffin’s position on assessment is the same and different from their position.Master か／と Griffin の評価に対する見方とあなた自身の評価に対する見方のとこが同じでどこが異なっているか考えて見ましょう

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What connects, what confirms, what tensions, what challenges?

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“Our thinking about what it means to teach must be framed as a response to learning, with assessment as the method through which the learner understands how to improve”

[Global Digital Citizen Foundation]

“Finely tuned assessment … is non-linear but integrative and iterative, whereby the learner, the learning community, and learning and teaching are woven together throughout the assessment process”

[PYP: From principles into practice]

“There are no year level expectations in a series of achievement standards. No one is at, on, above or below expectations. Every student is simply at a level of development defined by what learning is developmentally appropriate”

[P. Griffin, 2009]

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ここに皆さんの振り返りをタイプしてください。

私の評価の実践は、『学習者が自らの学びに持つ効力』をどのようにサポートしているだろうか。

自分の個人的な評価の実践を、私はどのような形で掘り下げて考え、またどのように今の実践を変えていくことができるだろうか。

学習者、ラーニング＆ティーチング、学びのコミュニティに、自分の評価の実践が情報を提供しているということは、どのように確認できるだろうか。

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I wonder if it is going to work!