1. INTRODUCTION TO FORMATIVE ASSESSMENT Sancta Maria Catholic Primary School

2. New Zealand Curriculum Framework Teaching as Inquiry New Zealand Curriculum Standards Formative Assessment Practice e-asTTle Assessment Tool

3. What are we going to do? Take a learning Journey START by looking at e-asTTle data to inform the teaching and learning. Use FORMATIVE ASSESSMENT practices to focus the teaching and learning

4. Then FINISH by looking at how all the evidence fits with the reporting requirements of the New Zealand Curriculum Standards and how moderating the data together as a team will help support the teaching and learning

5. ALWAYS Keep the learner at the heart of what you are doing.

6. Good formative assessment is like shining a torch in a dark room.

7. e-asTTle was developed as tool to support formative assessment.

8. Slide title e-asTTle Group Learning Pathways provide a good source of data for Formative Assessment 

9. e-asTTle Individual Learning Pathways also provide important data for teachers, students and parents. 

10. The origins of ‘assessment’

11. Purpose of Formative Assessment

12. Teacher related factors

14. An Overview of Formative Assessment 1. Relationship - building a learning-focused relationship. 2. Clarity – being clear about what is to be learnt. 3. Assessment – understanding that assessment is a good thing. 4. Feedback – promoting further learning. 5. Reflection – goal-focused, evidence-based and inclusive of the learner. 6. Next Steps Clarity in the Classroom – Michael Absolum pg 22, 23, 24

15. Building a learning focused relationship. The three guiding principles are Respect Openness Honesty Clarity in the classroom - Michael Absolum pg 49

16. Clarity Clarity in the learning is achieved by 1.Being clear about what is to be learnt – Learning Intentions 2.Being clear about how it is to be learnt – Success Criteria Clarity in the Classroom – Michael Absolum pg 76, 78

17. Learning Intentions

18. Success Criteria

20. Assessment Learning is impossible without ongoing assessment. Learning is about attempting to reduce the gap. between what you know and what you want to know. Assessment is the process of gaining information about the gap. Clarity in the Classroom – Michael Absolum pg 98

21. Feedback

22. The promotion of further learning is important. It must both leave learners with responsibility and motivation for their learning and also help them to advance. “How we prompt, how we scaffold, how we praise, how we discuss learning; these are all critical acts of teaching that must be done correctly…” Clarity in the Classroom - Michael Absolum.pg 120

24. Reflection Active reflection is a fundamental component of effective teaching. Contemporary research says so. Active learning is pivotal to building learning- focused relationships. Providing learners with opportunities to reflect builds their self-efficacy and motivation to learn. It provides opportunities to celebrate success. Clarity in the Classroom – Michael Absolum pg 143, 145

25. Formative Assessment sits within Teaching as Inquiry at all stages

26. New Zealand Curriculum Standards

27. Reporting There are five main aspects to reporting. 1.Collecting assessment data 2.Making teacher judgments 3.Moderation 4.Principles for reporting 5.Reporting to parents NOTE: Each of these aspects feed into each other.

28. Collecting assessment data.

29. Student/Peer Assessment

30. Making Teacher Judgments As a teacher, use Student voice Children’s work Everyday classroom observations and interactions Assessment tool information New Zealand Curriculum and progression documents Reading, Writing and Mathematics Standard documents as reference points

31. Moderation

32. Moderation of OTJ To build consistency and shared understanding use Supporting evidence for teacher judgments Discussion with other teachers Note: Try to moderate both within and across year groups.

33. Principles for Reporting Meets legal requirements (Nag2) It enhances student’s participation in their learning It supports learning and next steps Language clear and easily understood It is honest and transparent No surprises Strengthens educational partnerships with students and whanau

34. Every learner needs to be motivated by their report.

35. Reporting to Parents

36. Reports should enable parents to understand What their child can do and how they have progressed Their child’s achievement in relation to the standard for their year level -above, at, below, well below (if not using this language you need to use language that makes it clear to parents)

37. Does it all seem a little too much?

38. Don’t worry about failure!

40. References Clarity in the Classroom – Using Formative Assessment. Building Learning-Focused Relationships. Michael Absolum. Hodder Education. Published in 2006 by Hatchett Livre NZ Limited.