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- Working with students to develop their next learning steps
Working with students to develop their next learning steps
Assessment information is always shared by teachers and students to direct next steps in teaching and learning. A key word in this classroom practice is ‘shared’. Teachers adjust their planning to respond to assessment information, and students work with the teacher and their personal assessment information to consider their next steps in learning. Students have an immediate relevance for their learning and the ability to set learning goals that are focused and specific.
Possible school review questions
- Is teacher planning flexible enough to respond to assessment information?
- How well do teachers and students work together to develop next steps in learning?
- Are students encouraged to develop their own personal next steps in learning?
- Are students shown the progressions of learning in the particular topic, so that they know where they’re heading?
How do you take them to the next step?
Working with the children and taking them to the next step in their learning....all lessons really share what the learning intention is, and I try and make it very clear how we know we'll achieve that. So something that we use with the children is to reflect on how we've done in the lesson and I aim to have them be able to articulate whether they have learnt something or not. Because that gives me great insight into where they are at. It also then gives me insight into what their next steps of learning are. But it also hands it over to the children as well. So we work that out together. Well I know how to write a sentence now, what do I need to do. Well I think I need to be able to write two of them, it’s as simple as clear as that. Small steps communicated to the child and with the child.
In my room to assist the children to move to the next steps in their learning, for literacy firstly I need to present back the information, the assessment that I've gathered on them, and I need to make sure they understand what this assessment data is giving. Our next step to that is really just to discuss so that they are clear about what the next step is. Once they see the need for their next piece of learning I can incorporate that into my planning. And I make it explicit to the children that this is my job. My job is to make sure that you understand what your next step in your learning is going to be. When I can do that, when I sit down to teach them something, a quick reference back, do you remember that asTTle test we did, did you remember how you went in the probe, do you remember we came up with some learning intentions from that. Well here are the WALTS, these are the things, this is going to help you understand that.
I will do an assessment and then go back and assess that myself, and use my knowledge to do that, and then I will have a chat with them and say look, this is what your running record showed, do you agree with me, and we have a think about maybe read through that, and see if that is the right step to take. Sometimes it’s just clear from when you're reading a story with the children and you realise you've got that, you understand that, let’s try something else. And maybe just point something out, and then if they have no understanding of it then we kind of can talk about whether that is the next step to take as well. So it’s a lot of shared learning and shared identifying of what needs to be learnt next.