Assessment within a quality program Train-the-trainer workshop: Session 2, Conversation

Intentional conversation 3 The purpose of this intentional conversation is to: explore the purpose and process of assessment for learning in the QKLG examine and practise the process of interpreting documented evidence of learning engage in using the continua to make consistent judgments about a child’s learning extend understandings of the relationship between assessment and planning possible intentional teaching responses.

Key messages of intentional conversation 3 The key messages to share are: Assessment is an integral part of the overall process of curriculum decision making. The main purpose of assessment is to inform short- and long-term planning to promote children’s learning. Assessment to support learning involves interpreting documented evidence and making judgments about a child’s learning. The Continua of learning and development provides advice to help teachers make consistent judgments about children’s learning progress.

Conversation process 1.Become an expert. Select a handout, read it and make notes of key points: Person 1 reads Assessing children’s learning (QKLG p. 14). Person 2 reads Promoting continuity of learning and development … (QKLG pp. 34–35 from the heading: “The continua: Phases of learning and development”, below Figure 4. Person 3 reads Diverse learning pathways (QKLG p. 36) from the heading: “Using the continua” to the end of the page. Person 4 reads Making consistent judgments (Continua p. 5). 2.Give an “elevator explanation” (2 min) to your group.

Conversation process 3.Refer to Figure 2: Informed decision making. 4.Use the questions under “assessing children’s learning: interpreting documented evidence of learning” to discuss the context/commentary in the observation sample provided. 5.On the second page of the observation sample, identify and discuss the learning and development area focuses you can see in the observation. 6.Analyse, record and share evidence of Maeve’s positive dispositions and approaches to learning.

Conversation process 7.Read the section “assessing children’s learning: making judgments” in Figure 2: Informed decision making: Consider the observation of Maeve — the level of support and whether it is a familiar or new situation. Refer to the continuum’s phase descriptions and discuss the phase that best represents Maeve’s learning. On the next page, read the examples in that phase. Do they confirm your judgment? Record and share an explanation of your judgment. 8.Record and share intentional teaching responses to promote Maeve’s positive dispositions and approaches to learning.