June 6, 2014
June 19, 2013
NZCER newsletter
Here’s the link where you can sign up: http://www.nzcer.org.nz/news/
And here’s a copy of what you get:
2013 No 2, May
This is the newsletter of the New Zealand Council for Educational Research.
Click here if you would prefer to read this newsletter online: 2013 No 2, May
May 21, 2013
Quality Formative Assessment
We've been reading up...
Professional Learning Conversations: Challenges for using evidence for improvement L. M. Earle & H. Timperley
Chapter 7. Valuing Critical Thinking and Inquiry: Engaging Students in Asking Effective Questions (Advancing Formative Assessment in Every Classroom by Connie M. Moss and Susan M. Brookhart)
Please comment below on the following questions:
- What are your thoughts about these readings?
- How could we use this in our schools?
Professional Learning Conversations: Challenges for using evidence for improvement L. M. Earle & H. Timperley
Chapter 7. Valuing Critical Thinking and Inquiry: Engaging Students in Asking Effective Questions (Advancing Formative Assessment in Every Classroom by Connie M. Moss and Susan M. Brookhart)
Please comment below on the following questions:
- What are your thoughts about these readings?
- How could we use this in our schools?
What about that e-asttle?
What a great start back for the WINGs group!
We discussed Testing Times - The Listener. In what ways are our new literacy assessments lifting the benchmarks to create a different picture of literacy in New Zealand? There seems to be discrepancies between new e-asttle compared to the previous asttle version. This also seems to also be happening with the new and old STAR. We discussed what this meant in supportive environments and how this impacts the writer.
What is new e-asttle testing?
How do we best access quality pedagogical development for our staff?
BES Exemplar 3 - Teacher and student use of learning goals After looking at this reading, we identified key ideas and unpacked meaning. Background of the exemplar in goal setting included checking understanding, scaffolding, providing feedback and feed forward. Within the exemplar, there was a lack of coherence and alignment between what is being learnt and what is being taught. Quality teaching practices were a crucial component. Observations with scripts meant teachers were able to find their own feedback about their practice and developed a culture of sharing and collaboration. Learners increasingly can guide their own learning and development. We can include teachers in the process of change and challenge the assumptions of teachers using the data. Regular and frequent checks for the teacher to clearly hear and use student voice make significant changes. Students need a clear picture of where they are heading and why, what evidence is needed to show progress,
including what makes effective feedback and feed forward.
How might we use this back at school?
What does this mean for student voice?
Di: FYI recipes
What did you enjoy about our session? What further questions do you have?
(To comment, click the 'Comment' button below and leave your thoughts. They won't pop up automatically as they come to us for moderation first.)
We discussed Testing Times - The Listener. In what ways are our new literacy assessments lifting the benchmarks to create a different picture of literacy in New Zealand? There seems to be discrepancies between new e-asttle compared to the previous asttle version. This also seems to also be happening with the new and old STAR. We discussed what this meant in supportive environments and how this impacts the writer.
What is new e-asttle testing?
How do we best access quality pedagogical development for our staff?
BES Exemplar 3 - Teacher and student use of learning goals After looking at this reading, we identified key ideas and unpacked meaning. Background of the exemplar in goal setting included checking understanding, scaffolding, providing feedback and feed forward. Within the exemplar, there was a lack of coherence and alignment between what is being learnt and what is being taught. Quality teaching practices were a crucial component. Observations with scripts meant teachers were able to find their own feedback about their practice and developed a culture of sharing and collaboration. Learners increasingly can guide their own learning and development. We can include teachers in the process of change and challenge the assumptions of teachers using the data. Regular and frequent checks for the teacher to clearly hear and use student voice make significant changes. Students need a clear picture of where they are heading and why, what evidence is needed to show progress,
including what makes effective feedback and feed forward.
How might we use this back at school?
What does this mean for student voice?
Di: FYI recipes
What did you enjoy about our session? What further questions do you have?
(To comment, click the 'Comment' button below and leave your thoughts. They won't pop up automatically as they come to us for moderation first.)
January 23, 2013
Welcome 2013
Hi
Di here. Excited about another year.
Looking forward to the WINGs group and our ability to blog!
Di here. Excited about another year.
Looking forward to the WINGs group and our ability to blog!
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