The Assessing Cycle

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The Assessing Cycle
Accountability
Assessment
Data
Module 1
2
The Assessing Cycle Part A
Accountability
Assessment
Data
Module 1 Session 1
3

• The aim of this session is to
• present and apply a planning structure that
  highlights the significance of assessment in
  teaching and learning programs
• emphasise the need to consider assessment
  in the initial stages of planning a teaching and
  learning program

Accountability
Assessment
Data
4
The purpose of assessment
Accountability
Assessment
Data

• The purpose of assessment is to improve Outcomes
  for all learners.

5
Improvements
Accountability
Assessment
Data

• How do we identify the improvements made in
  learning?

6
Accountability
Assessment
Data
7
Accountability
Assessment
Data
8
Informing
Accountability
Assessment
Data
(Reporting to learners, families, colleagues,
system, me)

• What assessment information will I use to shape
  my teaching, learning and assessing program?
• What do I need to do for individuals and groups
  of learners?
• How will I use my assessments to provide learners
  with directions for future learning?
• How will I provide formal and informal feedback
  to learners about their ongoing learning?

Constructing
Informing
Demonstrating
Judging
9
Constructing
Accountability
Constructing
Assessment
Informing
Data
Demonstrating
Judging
(Assessment)

• Have I provided a range of assessment
  opportunities that are inclusive, negotiated and
  relevant for all learners to demonstrate
  Outcomes?
• Have I provided each learner with opportunities
  to demonstrate Outcomes in a range of contexts
  over time?
• How will I involve learners in constructing
  assessment?
• Have I negotiated the criteria for assessment
  with learners?
• Will the assessment provide the learner and me
  with the information we require?

10
Improvements
Accountability
Assessment
Data

• How do we identify the improvements made in
  learning?

11
Accountability
Module 1 Session 2
Assessment
Data
The Assessing CyclePart B
12
The Assessing CyclePart B
Accountability
Assessment
Data
13
Accountability
Assessment
Data
14
Demonstrating
Accountability
Assessment
Data
(Outcomes)

• Have I provided a range of modes (product,
  performance, oral presentation, project, paper
  and pen) for learners to demonstrate their
  understanding?
• How will I gather and record evidence from a
  diverse range of demonstrations?

Constructing
Informing
Demonstrating
Judging
15
Judging
Constructing
Accountability
Assessment
Informing
Data
Demonstrating
Judging
(Against Outcomes/Standards)

• What tools/strategies will I use to judge
  performance?
• How will I develop or access a tool to interpret
  the evidence consistently?
• How will I interpret consistently evidence from a
  diverse range of demonstrations ?
• How will I include and value learner
  self-judgment?
• How will I provide for learner and educator
  reflection?
• How will my judgments be supported through
  moderation?

16
Improvements
Accountability
Assessment
Data

• How do we identify the improvements made in
  learning?

17
The practice of assessment
Accountability
Assessment
Data

• What is to be assessed is part of the program and
  planning process
• Assessment must use a range of tools that are
  inclusive, negotiated and relevant
• What is to be learnt must be explicit to the
  educator and the learner
• The explicit criteria for assessment must be
  clear and accessible
• Evidence that is valid, reliable and collected
  over time must form the basis of the data to be
  collected and analysed
• This data becomes knowledge about the learner and
  the learning process for the educator and the
  learner.

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