# data[].attributes.headline
List down a practice you will continue doing as before

# data[].attributes.subject
List down a practice you will continue doing as before

# data[].attributes.headline
List down a practice you will stop doing

# data[].attributes.subject
List down a practice you will stop doing

# data[].attributes.headline
List down a prior practice you can now improve

# data[].attributes.subject
List down a prior practice you can now improve

# data[].attributes.headline
List down a new practice you will now try out

# data[].attributes.subject
List down a new practice you will now try out

# data[].attributes.headline
Modifying the assessments based on the needs of the students 

# data[].attributes.subject
Modifying the assessments based on the needs of the students 

# data[].attributes.body
understanding the learning of my students

# data[].attributes.body
Harpreet Kaur

# data[].attributes.body
Observation and play- way method

# data[].attributes.body
We have been co-constructing some assessments which I will surely continue

# data[].attributes.body
Harpreet Kaur

# data[].attributes.body
Feedforward

# data[].attributes.body
self reflection

# data[].attributes.headline
Assessment should be clear and specific to learner. 

# data[].attributes.subject
Assessment should be clear and specific to learner. 

# data[].attributes.body
Harpreet Kaur

# data[].attributes.body
Use of GRASP model

# data[].attributes.headline
Adjust teaching practices according to leaning need

# data[].attributes.subject
Adjust teaching practices according to leaning need

# data[].attributes.body
Explore more strategies and be creative

# data[].attributes.body
Peer feedback,
Learning goals
Co-constructing success criteria

# data[].attributes.body
Feedback and feedforward
Co- constructing success criteria
Visible thinking routine

# data[].attributes.body
completion of my curriculum

# data[].attributes.headline
Self assessment , Peer assessment , feedback & feedforward

# data[].attributes.subject
Self assessment , Peer assessment , feedback & feedforward

# data[].attributes.body
Co construction of success criteria

# data[].attributes.body
peer assessment

# data[].attributes.body
I will improve on this as it is something which needs to be done every time

# data[].attributes.body
Feedback, VTRs, Graphic organizers, Open ended provocations

# data[].attributes.body
Noting down day to day progress and development

# data[].attributes.headline
Student self assessment & peer assessment strategies

# data[].attributes.subject
Student self assessment & peer assessment strategies

# data[].attributes.headline
We are already following the Self-Assessment strategies, but will take it step forward 

# data[].attributes.subject
We are already following the Self-Assessment strategies, but will take it step forward 

# data[].attributes.body
co-constructing the success criteria

# data[].attributes.body
Traffic lights
Stars and stairs
Ladder

# data[].attributes.body
find new strategies for subject like ICT thats used as tool and not assessed vigorously

# data[].attributes.body
Success Criteria

# data[].attributes.body
Traffic light self assessment

# data[].attributes.body
Trying to cover more topics.
Slowdown and focus on development not completion.

# data[].attributes.body
Summative assessments

# data[].attributes.body
Cynthia Vaz

continue observations and setting provocation that  allow play, exploration and thinking

# data[].attributes.body
Making peer assessment more effective

# data[].attributes.body
Monitoring,Measuring and Reporting learning

# data[].attributes.body
AFL using various other ways

# data[].attributes.body
New Strategies which we can incorporate in our class

# data[].attributes.headline
Big Project based summative assessments. Not teacher controlled

# data[].attributes.subject
Big Project based summative assessments. Not teacher controlled

# data[].attributes.body
More peer assessment opportunities

# data[].attributes.body
Stop over commited planning

# data[].attributes.body
The stages of assessment

# data[].attributes.body
Cynthia Vaz
stop making assumptions instead think of each learner as a unique identity

# data[].attributes.headline
Feedforward and one to one talk on Goals

# data[].attributes.subject
Feedforward and one to one talk on Goals

# data[].attributes.body
Feed forward and give a constructive feedback

# data[].attributes.body
Differentiation
Timely feedback

# data[].attributes.body
Co-constructing assessments and differentiated assesments

# data[].attributes.body
Cynthia Vaz
give students time to explore and inquire before assessing.

# data[].attributes.body
Feed forward and traffic light

# data[].attributes.headline
To stop deciding on the 'success criteria' for our learners. Instead - I will co-construct the success criteria with my learners.

# data[].attributes.subject
To stop deciding on the 'success criteria' for our learners. Instead - I will co-construct the success criteria with my learners.

# data[].attributes.headline
Joyful and constructive, collaborative experience of inquiry

# data[].attributes.subject
Joyful and constructive, collaborative experience of inquiry

# data[].attributes.headline
Inviting learners to consider how learning should be made visible in the classroom space. Providing learners with choice, helping them to identify their needs.

# data[].attributes.subject
Inviting learners to consider how learning should be made visible in the classroom space. Providing learners with choice, helping them to identify their needs.

# data[].attributes.body
Co constructing success criteria and differentiation.

# data[].attributes.body
Feedback and Feedforward
Self reflection
Peer feedback

# data[].attributes.body
We use different tools and strategies which we will surely continue.

# data[].attributes.body
Feed forward

# data[].attributes.body
Cynthia Vaz
make reasonable goals and give constructive feedback. look at the process of learners work.

# data[].attributes.body
Feedforward - We will focus on feedforward and the different levels of assessment.

# data[].attributes.body
Feedback bun, SWOT, ladder, Traffic signal strategy we will try to implement

# data[].attributes.headline
I really loved the analogy of gardener, which brings in a better understanding of assessment. So in future as we develop assessment, I would certainly keep different learners in mind and device strategies to suit them. - Helen 

# data[].attributes.subject
I really loved the analogy of gardener, which brings in a better understanding of assessment. So in future as we develop assessment, I would certainly keep different learners in mind and device strategies to suit them. - Helen 

# data[].attributes.headline
Stop assessing without learners knowing the objective and criteria. Helen

# data[].attributes.subject
Stop assessing without learners knowing the objective and criteria. Helen

# data[].attributes.body
Sir can you help with some strategies for first generation learners as planning and assessment is quite challenging.

# data[].attributes.headline
Strategies to co-construct success criteria and goals for Early Years learners

# data[].attributes.subject
Strategies to co-construct success criteria and goals for Early Years learners

# data[].attributes.headline
I really like the flexibility of having parents to observe the assessments going on in class. However, are there more ways to make this assessment more visible to parent community.  Since assessment is ongoing, parents need to be move involved. Helen

# data[].attributes.subject
I really like the flexibility of having parents to observe the assessments going on in class. However, are there more ways to make this assessment more visible to parent community.  Since assessment is ongoing, parents need to be move involved. Helen

# data[].attributes.body
What is your perspective about standardized tests?

# data[].attributes.body
stars and stairs, ladder of feedback