As I set out on my assessment for learning journey I was very much aware that I would need to change a lot of what I did in the classroom – not just in relation to assessment, but in
- how I talked about what I was doing,
- how I approached the assessment tasks,
- what I did with the tasks and info after it was marked and collated
- how I would make the learning intentions of my lessons very clear to students, and
- how I would share success criteria with students
I hadn’t really considered just how much my students would be expected to change as well.
- Students would need to know where they were in specific learning areas
- Students would need to know what exactly they needed to achieve in relation to stage outcomes and indicators
- Students would need to know what they had to do to grow their learning to achieve their targets
- Students would need to know how to set individual targets and how to collect evidence of their learning towards those targets
- Students would need to be able to negotiate and use rubrics to describe their learning
- Students would need to know and understand success criteria
It soon became obvious that this would need to be a team effort that both students and teacher would be working together to demonstrate achievement. That assessment couldn’t be done to the students, but would be worked on with the students.