“The challenge is to transfer what we know works from research into the classroom.”

Assessment Matters 5 (2013)  NZCER Press Notes

Disclaimer: These are re-typed short notes that I made. While they should by and large be my own words, there may be direct quotes (unidentified) of the text from the author. Please refer to the original text with any queries.

Scott Lee (2013). Inductive assessment approach: An open-ended and exploratory method for assessing students’ thinking competence.  In Education Matters. 

Find patterns/themes in data.

Engaging in conversations about thinking gives the opportunity to justify ideas and make judgements. Use facts to analyse student competence, but the thinking discussion to assess process.

Student thinking competence depends on their ability to adopt a structured and organised approach.

Make a well-defined, mental picture of a problem. The description of thinking processes should show their many approaches to task performance and allow multiple perspectives.

Rawlins, Peter (2013). Questioning as formative assessment: Investigating the ESRU framework to guide student learning. 

p.30 – “Formative assessment – the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning.”

Exploring first-grade teachers’ use of data to inform early literacy instruction Bohn & Johnson

  • One must analyse and interpret student data to change instruction.
  • Systematically record/monitor students.
  • p.50 “The challenge is to transfer what we know works from research into the classroom.”
  • Look at: phonemic awareness, phonics, fluency, comprehension, vocabulary.
  • Classroom assessment needs to be embedded in the curriculum. Align it with the instructional goals.
  • Make real time decisions.
  • Use the continual development cycle: Analyse, reflect, plan, implement, assess (repeat) – done by the teacher, informed by collaboration, useable data management systems, professional development and leadership.

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