Taking action on the evidence
- In Week 1 we explored the importance of decision-driven-data-collection. That is planning for opportunities to collect evidence of students’ learning
- Then, in Week 2 we discussed planning starting points for teaching based on students’ prior understanding, specifically taking into consideration students’ misconceptions. We observed ways teachers can identify students’ starting points, and supporting students to know what success looks like up front.
- Last week, in Week 3 we investigated ways we can tune our teaching, to increase the quality of our in class assessments, helping us to be better placed to infer students’ errors and understanding.
ReflectIn the course self-audit task in Week 1, we asked how far you agreed with following statements:
- “I am confident at responding during the lesson to unexpected or unusual answers.”
- “I am confident at responding between lessons to students’ ideas.”You’ve now started to build up how you plan for learning, so how has your confidence changed? How does a greater awareness of the evidence you can collect about student understanding impact your confidence in being able to respond during and between lessons?
Planning for Learning: Formative Assessment
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