TEACHER

THE GREAT INNOVATOR

We think of the effective

teachers we have had over
the years with a sense of
recognition, but those who
have touched our humanity
we remember with a deep
sense of gratitude.

Objectives
Knowing the 21st Century Teaching & Learning
Understand the Importance of Assessment in

Teaching & Learning

Understand the Five Strategies of Assessment
for Learning
Understand the Importance of Feedback in
moving the students
Best Practice through thoughtful planning and
execution of a lesson
Understand the Importance of PLC

Success Criteria
Relate the characteristics of the 21st Century
Teachers & Learners
Differentiate between AfL, AaL & AoL
Explain the Five Strategies of AfL
Explain the difference between Feedback (FB) &

Feed Forward (FF)

Able to Incorporate AfL Strategies in Planning &
Executing a Lesson
Relate the Six Strategies of PLC

PARKING LOT
If you have any

questions that arise

during the course of
this workshop
please write these
on a post it note and
stick on the parking
lot.

Assessment
Assessment Literacy
Terms such as diagnostic, formative,

and summativehave recently been

supplemented with the phrases assessment
for learning, assessment as learning, and
assessment of learning.
What matters is how the information is used

Fundamental Belief

The primary purpose of

assessment and evaluation is
to improve student learning

TYPES OF ASSESSMENT

Assessment for Learning

Assessment as Learning
Assessment of Learning

Activity 1
1. Read the definition given in the task sheet
individually, identify which definition is:
Assessment for learning
Assessment as Learning
Assessment of Learning
2. Compare your finding with your shoulder
partner.
3. Discuss with your group your understanding
of the three type of assessment.

Assessment for Learning

The ongoing process of gathering and

interpreting evidence about student learning

for the purpose of determining where
students are in their learning, where they
need to go, and how best to get there.
(p. 144)

Assessment as Learning
The process of developing and supporting

student metacognition. Students are actively

engaged in the assessment process; that is,
they monitor their own learning. (p. 143)

Assessment of Learning
The process of collecting and interpreting
evidence for the purpose of summarizing
learning at a given point in time, to make

judgements about the quality of student learning

on the basis of established criteria, and to assign
a value to represent that quality. The information
gathered may be used to communicate the
students achievement to parents, other teachers
, students themselves, and others. It occurs at or
near the end of a learning cycle. (p. 144)

Assessment for
Learning

Assessment as
Learning

Assessment of
Learning

By teachers

By student

By teacher

to determine what to
do next instructionally
(strategies,
differentiation)
To provide descriptive
feedback to students
(what they are doing
well, what needs
improvement and how
to improve)

to determine what to
do next in my learning
(e.g. strategy, focus)
To provide descriptive
feedback to peers and
self (peer and
self assessment)
Goal is to become
reflective,
self monitoring learner

to determine students
level of achievement of
overall expectations at a
given point in time
As evidence to support
professional judgment

..We shouldpromote high levels of

learning for every child entrusted to us,
not because of legislation or fear of
sanctions, but because we have a moral
and ethical imperative to do sotest
scores will take care of themselves if
educators commit to ensuring that each
student masters essential skills and
concepts in every unit of instruction
Whatever It Takes , page 27

Assessment for Learning (AfL)

Strategies
1.

2.

Where the learner is going?

(LO & SC)
Sharing, guiding learner, make clear, vision of learning target
Planning
Using effective discussion, tasks & activities which will demonstrate learning
CL activities, effective questioning, differentiation (process, content, products),
prior knowledge, graphic organiser (thinking tools)
Provide effective Feedback that move learner forward
Oral (effective questioning)
Written (positive & encouraging comment & reflection)
Activating students as learning resources to one another
Sharing & interacting, peer assessment, group assessment
Activating students as owner of their own learning
Reflection, Learning environment, self assess & set goal, keep track of own
learning

1. Where the learner is going?

Learning Objective

Success Criteria/ Learning Outcomes

Sharing, guiding learner, make clear, vision of

learning target

2. Planning
Using effective discussion, tasks & activities

which will demonstrate learning

Cooperative & collaborative activities,

effective questioning, differentiation

(process, content, products), prior
knowledge, graphic organiser (thinking tools)

Cooperative Learning

Provide effective Feedback that move

learner forward

Oral (effective questioning)

Written (positive &

encouraging comment &

reflection)

Feedback

Activating students as learning resources

to one another

Sharing & interacting, peer

assessment, group assessment

Sharing & Interacting

Roving Ambassador

Activating students as owner of their own

learning

Reflection, Learning environment,

self assess & set goal, keep track

of own learning

Learning Environment

THE FACTORS
John Hatties meta- analysis
Effect-size

Feedback
Instructional quality
classroom environment
Class Size
Students Prior Cognitive Ability
Classroom Management

THE FACTORS
John Hatties meta- analysis
Effect-size

Feedback (0.73/ 1.13)

Instructional quality (0.60/ 1.00)
classroom environment (0.56)
Class Size (0.21)
Students Prior Cognitive Ability
Classroom Management (0.52)

(1.04)

The most powerful single moderator that

enhances
achievement is feedback
John Hattie. University of Auckland. 1999

FEEDBACK & FEED-FORWARD

FEEDBACK
Comment on what has

been
done/observed/
completed

FEED-FORWARD
Comment that identifies

what needs to be done to

improve

CHECKPOINT
NO

ITEMS

1.

Feedback is one of the most influential factors that

impacts on student learning.

2.

Learning objective describe what students should be

able to do at the end of the lesson

3.

Success criteria are specific statements that describe

how student can achieve in the lesson

4.

Effective AfL does not include opportunities for

feedback and feed-forward

TRUE/FALSE

LESSON PLANNING
A lesson well planned and thought is the first step
to effective practice.
Who are my learners?
What prior knowledge they have?
What strategies shall I use?
How to assess them authentically?

LESSON PLANNING
Three Parts:
Starter Body Plenary

(Intro)

(Main)

(Conclusion)

Framed by LOs and SCs

(SMART) Specific, Measurable, Achievable, Relevant,

Time-bound
Detail includes:
Activities
Assessment opportunities
Content points/focus questions

LESSON EXECUTION
A well planned lesson together with
interesting delivery and excellent
classroom management
enhance learning
engage learners of all levels through
instructional strategies
making the environment conducive
take responsibility of their own learning.

Anyone who stops learning is old, whether at twenty

or eighty. Anyone who keeps learning stays young.

To teach is to learn twice

Teachers should guide without dictating, and
participate without dominating
The critical factor is not class size but rather the nature
of the teaching as it affects learning.

LEARNING NEVER ENDS

Professional Learning
Community (PLC)