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2. Assessment must be formative, based on the learning intention, and embedded in the classroom practice
Formative assessment is a range of formal and informal assessment procedures used by teachers during the learning process to improve student achievement. In his book Embedded Formative Assessment, Wiliam argues that decisions lie at the heart of formative assessment and that, by its very nature, evidence of student learning is used to adjust instruction to better meet students’ needs.
A great many other educational writers (Hattie: Edwards-Groves et al, Ritchhardt et al, Goss et al; Luke & Freebody; Halbert & Kaser) refer to the importance of minute-by-minute, day-by-day assessment. Formative assessment strategies must be based on the learning intention and success criteria and should be used for a wide range of outcomes. Whilst outcomes in literacy and numeracy are of fundamental importance to our students, we should assess and track progress across the broader curriculum including the General Capabilities (Goss et al.) Wiliam highlights the importance of activating students and their peers in the learning process through frequent use of self-assessment and peer-assessment. Hattie takes a step further, saying that teachers need to seek evidence that they are impacting not only on the progress of each student’s learning, but the climate of the class as a whole. |
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4. There need to be regular opportunities for students to reflect deeply
For the purpose of learning and the process of learning to be truly understood by students, opportunities for deep reflection must be designed. Halbert & Kaser, and Siraj & Taggart agree that students require regular opportunities for purposeful reflection on their learning. In addition, Edwards-Groves et al argue that reflective practices need to be planned for and taught. Further they find that these learned practices are more effective when practised over time, consistently and in a range of ways.
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