Formative Assessment Practices – Assessment for Learning
Dylan Wiliam describes formative assessment as the bridge between teaching and learning (Wiliam xxx).
This workshop will explore the relationship between what is taught and what is learned and will:
- Examine how formative assessment provides opportunities for all students to learn and progress
- Examine a range of ways teachers effectively transfer and use data for the purpose of informing teaching and learning including use of effective questions, conversations and challenging rich learning tasks
- Explore the importance of partnerships that utilise student voice and deliberately develop student ownership of their own learning
- Investigate how students learn to self-regulate their learning and what teachers deliberately do to enable this
- Build curriculum capability and focus on student progress across the curricula through the use of student owned and student led assessment practices.
Formative assessment practices that will be exemplified in this workshop will include learning goals, success criteria, self-assessment, peer assessment, self -reflection, goal setting and action planning to reach goals, learning talk – including the think aloud and talk moves approaches, peer teaching and peer coaching approaches, self -marking, group conferencing and feedback- giving and responding to feedback (both students and teacher feedback).
Contexts will come from a range of learning areas across the curriculum with multiple opportunities for students to recognise and celebrate success. Professional readings will link to the work of Wiliam, Hattie and Clarke and examples from Davis 2013 and 2016.
Note: Teachers should bring plans for forthcoming instruction that they use throughout the workshop as they develop a range of examples appropriate to the strengths, needs and experiences of their own students.
Contact: Ruth Dalgarno
(09) 835 0912