//
you're reading...
Assessment, CPD

Assessment Thinks for Teachers

This is one of a series of short blogs to hopefully help you thinking about teaching, assessment and learning.  Below are some Assessment “Thinks”.

Whilst all the “thinks”, on a particular page, are connected and inter-related the idea is simply to focus on whichever one or two capture your imagination.  Following reflection it’s worth pondering how you might apply it in your class room.

assessment-thinks

The most useful data (bits of information) are rarely, if ever, grades or levels.  In fact, these often hide the critical information about what each pupil does and doesn’t know or can and can’t do.  These little pieces of data are crucial to the process of helping pupils make progress.  Once you know what data you are looking for the obvious question is, “How best to get hold of it?”  This could be with respect to assessment of prior learning, you don’t want to teach pupils what they already know or can do; you haven’t the time.  Tracking the learning during a topic as well as at the end is the bread and butter of teachers’ daily work.  But how can this best be done in a manageable but meaningful way?

Finding out what pupils don’t know and can’t do despite the fact you’ve taught them it could be seen as crushing.  Alternatively, it’s a great opportunity to identify an aspect of your practice you could improve as you’ve got to reteach these things.  Pupils mustn’t be allowed to leave your class with huge gaps in their learning.  One of the biggest challenges is how to cope with a class room of pupils who all have different gaps?

If you prefer to scribble as you think feel free to download a copy of the “Think” page:

Assessment Thinks for Teachers – PDF

Assessment Thinks for Teachers – Word

The other “Thinks for Teachers are:

Planning “Thinks” for Teachers

Teaching “Thinks” for Teachers

Behaviour “Thinks” for Teachers

Discussion

4 thoughts on “Assessment Thinks for Teachers

  1. Such a useful tool for teachers/leaders to focus on what really matters in approaches to feedback/responsive teaching/assessment. thanks again

    Posted by Julian Selman | October 14, 2018, 4:44 pm

Trackbacks/Pingbacks

  1. Pingback: Planning Thinks for Teachers | @LeadingLearner - November 27, 2016

  2. Pingback: Teaching Thinks for Teachers | @LeadingLearner - November 29, 2016

  3. Pingback: Behaviour Thinks for Teachers | @LeadingLearner - December 8, 2016

Leave a Reply to Julian Selman Cancel reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Liminal Leadership

FOLLOW ME ON TWITTER

Enter your email address to follow this blog and receive notifications of new posts by email.

Join 29,047 other followers

Follow @LeadingLearner on WordPress.com

Blog Stats

  • 1,329,811 hits

COPYRIGHT LICENCE

%d bloggers like this: