What classroom

assessment techniques
make the difference?
What classroom assessment
techniques make the
difference?
● How do we involve students in the classroom
assessment process?
● How do we increase the amount of specific, descriptive
feedback students receive?
● As a school how do we decrease the amount of
evaluative feedback students receive?
Giving and receiving feedback to
and from students.
‘The biggest communication problem is we do not listen to
understand. We listen to reply.’ Sandra Herbst, Canadian
educator and presenter.
Begin with the end in mind
With students:
●Explain the purpose
●Show samples
●Talk about possible evidence

Begin with an end in mind ●Using the oral language continuum
Explain the purpose
Showing and setting goals
●What can Laela tell us about what is
required in her own oral presentation?
●I articulate criteria for a successful
presentation.
●I can tell you what is required about my
presentation and my own measure of
success against this criteria.
●I know what success looks like and
sounds like.
●I have proof.
The Next Step
Using an approach that focuses on showing students how to take
small and measurable steps on the cusp of their learning so that they
can move forward to achieving quality against criteria.

Recording with student two or three steps that they can make in their
individual learning that they can take to move forward.
This approach helps -
●Extend ideas
●improve their current work
●Revising specific aspects of the work
●Practising new skills

Source- Knowing what counts- Setting and using criteria (2nd ed). Kathleen Gregory, Caren
Cameron, Anne Davies
Next Step Teaching
Talk about possible evidence.
Students need to have clear
expectations of what is
required of them.
Finding success for
students
Assessment- The word
actually means to sit
beside….
Evaluation- The core
message at this word is
VALUE/ judge or assign
WORTH
Assessment- Do they understand what QUALITY
looks like?

Co constructing Selection Criteria

Common assessment
Point of inquiry- Learning from our
learners
Collaborative inquiry
Foundation- Teacher to student
Self Monitor
SA- self assessment
PA- peer assessment
What specifically do you want to learn
better? ● Teachers professional
As staff we questioned this and judgement is more reliable
decided we wanted our practice to than any text.
reflect this instead of this ….
● From an Australian
perspective educators want
high school leavers to have
the ability to work as a team,
be able to communicate and
have the ability to be
innovative.
● STOP to listen to kids once in
a while.
Making thinking visible
Hitting the target- How did we
know we were hitting the target?
Hitting the target- How do you know you are
hitting the target? ● Students have to demonstrate
evidence of quality work
Some examples- ● They match it against the criteria
●Only co-construct criteria with your ● Sticky notes/stickers to show
students where the evidence is.
●Make a list of criteria you think you
will need if you are going to have a
well written criteria.
●List the targets
●Highlighters and squiggly lines
How many chances would you give a
kid …..

To do BETTER?
If a second chance at work
is to be considered the
student must provide
evidence of what they have
done differently according to
the criteria.
Second chances……
If a second chance at work
is to be considered the
student must provide
evidence of what they have
done differently according to
the criteria.
Rubrics- Not a dirty word but lets
consider…..

Rubrics are and were BUT how do we get

so people could come that group of kids to
do much better
to decisions on
because they are
summative capable?
evaluations
The Sweet Spot
The spot where the teacher
and my parents are all
happy……
The rubric- for students-
Thank you for showing me
the path to lack of quality…
Collaborative inquiry that is
between the teacher and
the student
In an authentic way……
Supports an incredible
depth of learning…
 Assessment FOR Learning
Lets co construct criteria on
what good enough isn’t
Co constructing is not a
means to an end- it’s the
means to an understanding
where we indulge in critical
thinking, represent, analyse,
compare, contrast, interpret.
Lets do this beside each other….
● Taking a stance with your ● First of all teachers need to see
leadership. us as leaders engaged in this
● What did I do to get them there?
type of work.
● About the ways we create
leadership.
● Some teachers can adjust with
change
● Leadership- How do we teach
our teachers to act their way into
believing? Give them a reason to
try …..
Relationships with students
● If you could not come to school today what would
you not miss? ● Canadian example-
● Teach within relationships
Personal relationships
with our kids

● Instructional shaking our

fingers at students does
NOT work
Show proof of learning…..
Reliability and Validity
● Triangulation
● Collecting triangulated assessment
● Orange book page 33
● Before and after PROOF
● Identified 8 things the student can
show they have PROVED
● Creating pathways to next steps…..
● Putting the kids in the DRIVERS
seat
Triangulated assessment
Observations
Conversations
End product
Resources for educators

● Voki.com- Quickvoice.pro.com
App- $2.99
The 6 day Parents want marks….Lots of marking does

cycle not necessarily improve results.

Parents expecting what we have always
given them.
Giving parents an alternative.
Leaders- What do your staff see you doing in
your own practise?
Proof Cards
Matching criteria to
expectation…..
Just giving kids exams and
tests does not prepare them
to take exams and tests.
● Visual continuum of
samples
● O-K Partners
● The Muddiest Point
Exit Interviews
● Friends
● One teacher
● One administrator
● One supervisor from ingoing
school
● Students respond to 5 or 6
evaluative questions
Exit Interview Presentation
Rationale
Exit interviews with students who are leaving primary school and embarking on
secondary school should be considered as part of personal development for all
transitioning students in this school
This initiative entails minimal cost and possibly identify program areas in need of
enhancement
Panel members will learn new and surprising aspects of the student making the
transition and this method provides a rich opportunity for panelists to learn about
some students they may have not taught or worked with.
Prescribed Learning Outcomes
Student will:
· Show they have the knowledge, attitudes and positive habits they need to
maintain a healthy lifestyle after graduation from primary school and entry to
secondary school
· Demonstrate they have the confidence in themselves and the plans they have
made for the transition from primary school to secondary school
They must show they are able to communicate their interests and concerns re
the transition from primary to a secondary setting
· Participate in a prepared ‘Show and Tell’ interview which encompasses their
achievements and represents themselves as learners and as people
· Share their individual skills and experiences via a chosen media

At Primary School, the Exit Interview consists
of:
· A prepared presentation showing personal,
academic and/or employability skills they see
themselves as developing for the future that begins
with the sentence ‘Five things you should know
about me….’
· Additional evidence showing personal
characteristics and attributes that make you unique
and those important qualities you feel that
secondary school teachers are looking for you to
succeed
· Students will weave their experiences with their
scholastic and career ambitions throughout a fifteen
minute presentation
The Presentation:
Students will include in their presentation:
· A freestanding poster board neatly labelled with their name,
words that describe themselves and captions for pictures or
documents on the board. Make sure all pictures or documents on the
poster are framed in colour and everything is presented in a neat and
orderly fashion OR a scrapbook containing the sake information
above OR a Powerpoint/Prezi/ Keynote presentation OR a video
presentation
· Items or artefacts that show what is important to them in all areas
of their lives. This includes school, extracurricular , hobbies, family,
friends and the community
· Pictures, videos, samples of work, music, and art, any hands on
experiences such as mechanics, woodworking or electronics can
also be worked into the presentation in the appropriate area of the
school.-think of the possibilities! Any interest will try to be
accommodated
· YOURSELF-you must be present during the presentation and be
prepared to answer questions and talk to the Panellists who will be
there to meet with you and watch your presentation. Students should
know -this presentation is not a speech so you do not have to
prepare one- however, you must be ready to answer questions about
yourself, your interest areas and future plans. Students must come
appropriately dressed to this interview
 Criteria
Criteria One: The student demonstrates a
thoughtful selection of achievement or interest
Criteria Four: Demonstrates effort, initiative
evidence.
and commitment to learning.
Criteria Two- The student demonstrates thoughtful
Criteria Five: The student will reflect on their
reflection on their primary years and
time in primary school, past and present.
achievements. The student can explain how the
achievement evidence or 5 things you should know
about me provides proof of their growth and
learning as part of primary school.

Criteria Three- The student will express what is

important in their life today- such as family, friends,
education, community service, sports, extra-
curricular, volunteer activities…. And tell the panel
how and why these things will remain important to
you once you have exited primary school.
Life long learners…..
● Describe yourself
● How they want people to see them
● How do you learn best?
● Something you are good at….
● What do your teachers for next year
need to know about you?
● Special skills and interests
● What have we learned from our
mistakes and previous experiences.
● Dealing with disengagement.
● Recognition of own growth
● Reflect and take something away
● Students 15 minutes of fame
● Dissolving the fear of getting lost
Sources
History image-www.flippinginfifth.com

Assessment for learning image-www.slideshare.net

Classroom management on Pinterest

http://allthingslearning.wordpress.com
www.cartoonstock.com

From Knowing What Counts:Setting and Using Criteria,

by k.Gregory., C.Cameron, A.Davies