Assessment capable students
From HookED Wiki
(Difference between revisions)
(→Using SOLO to make "next step" decisions - Newmarket Primary School) |
(→Using SOLO to make "next step" decisions - Newmarket Primary School) |
||
| Line 41: | Line 41: | ||
== '''Using SOLO to make "next step" decisions - Newmarket Primary School''' == | == '''Using SOLO to make "next step" decisions - Newmarket Primary School''' == | ||
| + | {{#widget:YouTube|id=dV6Dmm7X4Eg}} | ||
Revision as of 22:50, 2 February 2012
Contents |
What are assessment capable teachers?
Able and motivated to access, interpret and use information from quality assessments in ways that affirm or further learning."
Absolum, M. Flockton, L., Hattie,J., Hipkins, R., & Reid, I. (2009)
What is formative assessment?
"An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions, they would have made in the absence of that evidence."
Wiliam, D. (2011 p43)
What are the key attributes of assessment capable students?
| An Assessment Capable Student ... |
Develop capability by ... |
Use SOLO Taxonomy to ... |
|---|---|---|
| Knows what quality work looks like. Wiliam 20011 p46 |
Examining quality work - examples and models. |
|
| Knowscriteria for quality work. Wiliam 2011 p46. |
Participate in the development of WALT and IALT statements and success criteria. |
|
| Knows how to compare and evaluate their own work agaianst such criteria. Wiliam 2011 p46 |
Peer and self assessment |
|
| Provides better information to teachers. Wiliam 2011 p46 |
Effective class discussions |
|
| Holds a concept of quality roughly similar to that held by the teacher. Sadler 1989 |
|
|
| Is continuously able to monitor the quality of what is being produced during the act of production itself. Sadler 1989 |
|
|
| Has a repertoire of alternative moves or strategies from which to draw at any given point. Sadler 1989 |
|
|
Using SOLO to make "next step" decisions - Newmarket Primary School
