KINDERGARTEN – YEAR 6 ASSESSMENT STRATEGIES
The purpose of assessment is to gather valid, reliable and useful information about student learning in order to:
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TEACHER OBSERVATIONS
Teacher observations can provide information about student achievement in relation to outcomes. Evidence may be gathered and recorded formally and informally, where:
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Peer assessment
Teachers should model the appropriate language and clarify expectations for activities that incorporate peer feedback. Feedback may be oral, written or digital, and may provide an opportunity for students to develop their social, collaborative and reflective skills. Students may provide feedback to their peers about:
Self-assessment and self-evaluation
Student self-assessment can help students to identify what they know, where they need to be and how to get there in their learning. Gathering information about the way students think and reflect on their learning can provide teachers with information to inform future teaching and learning. Strengthening the skills of self-assessment may enhance the ways students interpret feedback. Self-evaluation encourages the development of metacognitive thinking as students reflect on themselves as learners and identify their learning style and how they learn best. It also encourages students to set learning goals in relation to syllabus outcomes, identify what they have learnt and what they still need to learn, and act on feedback. Portfolios, work samples and journals, including online journals, can support the reflective process where students can set goals, reflect on their goals and monitor their learning. |
COLLABORATIVE ACTIVITIES
Collaborative learning activities occur as a result of interaction between students engaged in the completion of a common task. Students work together, face-to-face and in or out of the classroom. They may use ICT to enable group discussion or complete collaborative tasks within their school, between schools, locally, nationally and internationally.
Collaborative learning activities occur as a result of interaction between students engaged in the completion of a common task. Students work together, face-to-face and in or out of the classroom. They may use ICT to enable group discussion or complete collaborative tasks within their school, between schools, locally, nationally and internationally.
Sample K-6 Assessment for Learning