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Assessment within a quality program Train-the-trainer workshop: Session 2, Conversation 3

Assessment within a quality program Train-the-trainer workshop: Session 2, Conversation 3. Intentional conversation 3. The purpose of this intentional conversation is to: explore the purpose and process of assessment for learning in the QKLG

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Assessment within a quality program Train-the-trainer workshop: Session 2, Conversation 3

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  1. Assessment within a quality programTrain-the-trainer workshop: Session 2, Conversation 3

  2. 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.

  3. 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.

  4. Conversation process • 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). • Give an “elevator explanation” (2 min) to your group.

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

  6. Conversation process • Read the section “assessing children’s learning: making judgments” inFigure 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. • Record and share intentional teaching responses to promote Maeve’s positive dispositions and approaches to learning.

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