As part of our Professional Development programme at John Monash Science School, we are working in action research teams to enquire into different areas of teaching and learning we are passionate about. The areas for this year are formative assessment, data, teAchnology, team teaching and learning spaces, enquiry/project/design thinking and mind matters.
The group I am cofacilitating with the delightful @kimberlyannmac is looking specifically at formative assessment or assessment for learning or whatever you want to call it but basically helping teachers and kids to know where htey have been, where they are, where they can go and how they can get there in their learning! In order to go through this process over 8 hours dotted throughout the rest of the year, we are following a design thinking process and have started by immersing ourselves in the context and trying to figure out what we already know as a community of learners and what inspiration we can seek from other sources.
In our first hour we came up with a number of hashtags around what we think are the aspects of formative assessment we might want to explore and they are;
- #dialogue/learning conversations
- #redrafting/prototyping
- #questioning
- #linking to prior learning
- #feedback/feedforward
- #co-construction of success criteria
- #non-teacher assessment
- #data
We realise that there are many other areas to examine but believe this is a pretty good place to start. Our next step is to use the question formulation technique (thanks to Tait Coles and Ewan McIntosh for this structure) in order to generate some interesting questions to immerse ourselves in. Here are the stages of this process.
Question Formulation Technique
As we go along, I will continue to blog about our reflections and maybe set up some peer critique groups if anyone is interested!
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