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Key learning strategies and checks for learning that scaffold assessment

Checks for learning (what will be checked, how, using what strategies & tools)?

Key learning experiences and teaching strategies

1. Creation of a KWL chart for students to identify what they KNOW, what they WANT to know and what they have LEARNT. To be completed as a whole class activity. This chart will be constructed on an interactive whiteboard and displayed when needed for completion at later date with the what we have learnt column used as a reflective activity.

1. The purpose of this Diagnostic Assessment and KWL Chart is to elicit students prior knowledge so the Learning Manager can further student learning, knowledge and understanding based on the students schema. Student ideas will be recorded, allowing for the learning manager to assess culminated information whenever necessary. Completing this activity collaboratively, as a whole class, allows students to hear all ideas and opinions. 2. Formative Assessment enables the learning manager to monitor students developing understanding and provide feedback that extends and deepens student learning. The purpose of Formative assessment is to monitor student acquisition and skills during educational preparation, which is during the time when the students basic and professional knowledge, skills and attitudes are being formed about the content. The learning manager is able to take anecdotal assessment records whilst observing and questioning the students during the lessons, whilst also collect and culminate their reflective statements (3, 4, 5, 6, 7 and 8). These reflection paragraphs can then be presented in Blog form, on a blog such as Blogger. During this process, learning managers should be looking for students understanding of the content, their involvement in class discussions and their overall knowledge of the topic, which will be portrayed in their reflective statements at the conclusion of each lesson. The student blogs can then be viewed at a later date for assessing.

2. The ongoing formative assessment for this Unit of work takes place throughout the unit. This is where the learning manager questions the students to review prior lessons, to ascertain their developing knowledge. Students complete this by constructing a reflective statement, at the end of each lesson, and then share their ideas in Blog form.

3. Another form of formative assessment used within the unit of work is the Think, Pair, Share task. Students break into groups of two, firstly brainstorming

3. This form of Formative Assessment allows the learning manager to monitor students development and knowledge over time. This also

together about some solar system space objects and their characteristics (such as the Sun, Moon, Stars etc.). The students then research their objects, filling in the Solar System information organiser (Appendix A) as they go. Lastly, the students share their new knowledge with the class in a create manner (powerpoint, speech etc.).
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provides the learning manager the opportunity to supply students with effective feedback to extend students knowledge and understanding. The learning manager is able to collect the students research organiser (Appendix A) and the student presentation for evidence of learning. The learning manager should look for the correct information, as well as scientific terminology, correct spelling and punctuation.

The final Formative assessment task used within the unit is for students to create an information poster to encourage learning in other classrooms. Students can use digital programs or create by hand, these posters will then be displayed around the classroom.

4. The formative assessment method allows the learning manager, students and parents to monitor students development of knowledge and understanding. The learning manager, and others, can provide the student with effective feedback to extend the students knowledge. The learning manager will look for significant information supplied by the students, effective terminology, correct spelling and punctuation.

5. Summative assessment takes place during the lessons 9 and 10. Assessment takes place through students extending understanding to complete their dramatic dialogue. The learning manager should also take anecdotal observations to measure how the students are working with the information they have gathered over the entire unit of work.

5. The Summative assessment method, dramatic dialogue, helps learning managers evaluate where the students achievement standards are in relation to the content. The achievement standards indicate the quality and content of learning that students typically demonstrate by a particular point in their schooling (end of Unit of work). By the end of this unit of work, learning managers will be able to make evidence-based judgments on whether the students are achieving below, or above the Australian Curriculum: Science Year 5 Achievement Standards. Learning managers should culminate students overall marks by taking into consideration the dramatic dialogue criterion but also students overall involvement and understanding throughout the unit of work.