Structure Aroha Personal TAI

Link to slide

A few reflections and some capturing of ideas that I've tried to make the space and teachers more collaborative.

Team TAI 2019 Writing

Assessment for Leanring Conversations vs Summative and Formative

Assessment for learning is sitting beside, involving the child. We need to be including this practice in our classrooms however there is a place though for formative assessment

Swaffield’s (2011) translation of assessment ‘assidere’ as meaning ‘sitting beside’ brings clarity to the meaning of AfL. 

Swaffield (2011) makes a clear comparison between AFL and Formative Assessment.  In particular she highlights the following:

Assessment For Learning	Formative
The process of teaching and learning.	The purpose of assessments.
Happening in the here and now.	Can happen over a period of time.
Pertinent to the teacher and student in the classroom in real time.	Can have involvement from and be useful for many e.g. students, teachers, senior leaders, other teachers and students.
Students develop “agency and autonomy” (Swaffield, 2011, p. 443).	Students are not making the decisions about their own learning, but receiving information about their learning.
Learning process.	Guides learning in the future.
Involves “learning how to learn as well as specific learning intentions” (Swaffield, 2011, p. 443).	Has a focus on curriculum objectives.

A conversation about to use E asstle or not?

Writing focuses on features this will build teacher capability. Good for moderation across teams
Eassttle reading: Reading great for higher kids year 4-6
Maths Assttle - all about what they know
Gloss only about strategy.
Do we do it Term1 and 3?
Or once a year at mid the year. leadership job if we do do it once a year
Good Professional judgments

READING MODERATION