C21 Assessment for Teachers Developmental Continuum

Name: Date:
Assessment
Elements
LEVELS
Learning Intentions (LI)
& Success Criteria (SC)
Independently designs, reflects on evaluates
appropriateness of LI & SC each lessonlearning
activity and differentiates these for different levels of
learning !hen re"uired
Involves students in the identification and design of
their o!n LI & SC
#or$s !ith colleagues to plan LI & SC for
learning activities
E%plains to others ho! LI and SC
can &e used to support learning and
student gro!th
Can define learning intentions and
success criteria
'evelopmental ru&rics
or continuums
Independently designs and uses developmental ru&rics
or continuums to inform feed&ac$ to students on !here
they are going, ho! they are going and !here to ne%t
Involves students in the construction of continuums
Analyses student assessment evidence
against a developmental continuum to
descri&e student achievement and ne%t steps
!hen !or$ing !ith colleagues
Sho!s students ho! to self assess using the
continuum or ru&ric
E%plains to others ho! a
developmental continuum can &e
used to support learning and student
gro!th
Can define a developmental
continuum
(eer feed&ac$ and
self)assessment
*ives students feed&ac$ on their ne%t steps in
developing their capacity to providing peer)feed&ac$
and self)assessment
Sho!s students ho! to provide peer)
feed&ac$ and self) assess using
developmental continuums andor ru&rics
E%plains to others ho! peer
feed&ac$ and self)assessment can
&e used to support learning and
student gro!th
Can define peer feed&ac$ and self)
assessment are
Strategies for monitoring
student learning
'esigns and uses a range of strategies to monitor
student learning during lessonslearning activities and
modifies teaching practice in response to this feed&ac$
+ses e%it cards, traffic lights, thum&s up,
technological tools during lessons to o&tain
student feed&ac$ on their learning and
understanding
E%plains some strategies for
monitoring student learning and
understanding during lessons or
learning activities to others
Can name some strategies for
monitoring student learning
'ifferentiation 'esigns, implements, evaluates and revises a variety of
!ays to differentiate &y readiness, content, process,
product and learning environment, to provide all
learners !ith appropriate challenge either at the
commencement of a unit or during a lesson
Applies feed&ac$ from student responses
during lessons to differentiate learning
activities for different levels of readiness to
learn
E%plains to others ho! to
differentiate products for
assessment tas$s
Can define differentiation
,eed&ac$ Constructs multiple opportunities to o&tain feed&ac$ on
the effectiveness of teaching (e-g- assessment evidence,
e%it cards, student surveys, peer feed&ac$ from
o&servations) regarding practices used and modifies
teaching practices in response to this
Analyses student assessment evidence and
provides students !ith feed&ac$ as to ho!
am I going and !here to ne%t
(rovides opportunities for students to apply
the feed&ac$
E%plains to colleagues, students or
parents !hat feed&ac$ is used for in
relation to student achievement and
learning
Can define feed&ac$
Assessment Criteria Independently constructs valid assessment criteria for
assessment tas$s !hich are used throughout the
learning activities leading up to the assessment to
provide feed&ac$ and advice to students on ho! to
improve
Students use the language of assessment criteria
Evaluates validity of assessment criteria for the
learning evidence it is designed to capture
Informs students of the assessment criteria
prior to !hen the tas$ is introduced
Analyses student assessment evidence
against assessment criteria to provide
consistent .udgements (!ith colleagues)
E%plains to colleagues or parents
ho! assessment criteria are used
Can define assessment criteria