Assessment


 * Assessment Data and Curriculum Mapping: Current Situation**

Strategies:
 * Clear pathway learning behaviours and feedforward used by students and teachers; challenge in linking this to different learning areas - what does this look like in Social Studies?
 * How do we assess the transference of skills?
 * Whatever strategies we use, they need to make a difference for learning. Teacher needs to know the child and needs to involve them in assessment.
 * //**Not collecting data but informing learni****n****g**!! Teachers and learners can articulate learning and next steps//

Challenges:
 * Inquiry happens at a teacher level, but sporadically with the students through concept. Mapping lends itself to this but will only have an impact if it involves the child as well
 * Assessment in concept is viewed as a "must do" rather than an integral part of the mapping process
 * Need to identify "end of mind" by analysing a sample of work - how are we going to assess this, and therefore what do we need to be teaching
 * How do we enable all learner to equally access assessment - Are we looking at our learners and adjusting the assessment so they can access it eg ESOL. Is the assessment that we have developed fair to all learners?
 * What is it we really need information for? Who is it for? Where does it go? Not gathering data or collecting scores - level of moderation within vertical groups - are we on the same wavelength?
 * Use our mapping process, skills for learning, learning behaviours eg chn not capable of planning for learning. What would assessment look like?
 * Come up with a recommendation/proposal - most effective way to more forward in terms of assessment in concept learning:
 * 1) Teacher videos of learners applying learner, capturing learning - gathering snapshots - sharing snapshot with students - verrtical groups of teachers looking at snapshots to identify next steps
 * 2) Assessment Angel - Integrity - shows evidence of student voice - evidence the teacher knows the learner - authentic - visible or invisible - integral to the learning - left field creativity - capturing the learning - connected to the end in mind - differentiated - OTJ - sometimes it's messy
 * 3) Jack in the Box - authentic and purposeful - skills orientated; application and transference - accessible to all students - differentiation - needs to give information to feed forward to learners and teachers
 * Emerging curriculum - how do we engage teachers with this?