Assessment capability for NZ teachers and students (READING ARTICLE)

Key Points for Teaching and Learning 

This article has taught me a new term that of assessment capable. the key am being to empower our learners to become self regulated learners.

Within a modern learning environment it could be argued that assessment for learning practices are more relevant than ever. This is because our furniture and classroom layout encourage student enquiry and collaboration however these skills need to be taught carefully and thoroughly.

It is important that all strategies associated with assessment for learning be embedded within the learning environment so that students engage in the full range of activities that foster assessment capability.

Regular daily time needs to be set aside for students to reflect in pairs and by themselves on the learning process. It is important for students to know what the learning intention is, the success criteria to achieve the learning intention and why they are learning what they are learning. The reflection part helps students to think about their progress towards the learning intention.

All young people should be educated in ways that develop their capability to assess their own learning.

A capability is defined as the ability to meet demands or carry out a task successfully.

The key steps in developing capability are:

1. teachers using pedagogical and curriculum knowledge to plan next steps
2. Significantly the realisation of the assessment capable student will require norms of teacher behaviour which encourage student self regulation autonomy and agency during learning
3. The need to communicate to students what constitutes quality work. It is important to share not only success criteria for a piece of learning but any relevant exemplars as well
4. Students need to be clear about what they are learning and why. The learning progressions can be adapted to help with this
5. All students need regular opportunities to reflect on their own and others learning. they need to be taught strategies to assist them to evaluate learning

A key message is teachers practice needs to convey two students that mistakes and the disclosure of misunderstandings are opportunities for growth

Modelling of the assessment process is fundamental

Students evaluative knowledge and expertise has to be connected with constructive activity

Assessment capable teachers make explicit and illustrate expected learning through the use of learning goals criteria and exemplars provide substantive and ongoing opportunities for reflection during the learning process

Within my program I would like to focus a little more on:

Explicitly teaching self management skills

• Devoting more time support and opportunities in the context of learning to help students plan problem solve and evaluate, explicitly teach students how to self and peer assess and how to give an act on feedback
• Model effective problem solving approaches, provide a variety of exemplars which illustrate what is expected of the students
• Provide time opportunities and encouragement within the school day to improve work during it's construction
• Provide opportunities for evaluative conversations

In my practice I feel I am good it sharing the learning intention with my students and the relevance of the intention. I am particularly good it developing success criteria within the subject of math,  however I would like to extend this to literacy and other subjects. I need to make more time to teach my students the skill of active reflection.