Formative assessment Refine learning continuum Overview Purpose of

Formative assessment – Refine learning continuum

Overview

Purpose of this video • Review the placement of quality criteria within an action • Review the phase descriptions to ensure a match with any newly aligned quality criteria

Why revise placement? • Show typical learning order • Evidence-based

Criteria in columns • Columns represent typical phases of learning • Criteria within a column tend to appear in the same work samples

Learning continuum Phase 1 Phase 2 Phase 3 Phase 4 Phase description 1 Phase description 2 Phase description 3 Phase description 4 Criterion 1. 3 Criterion 1. 4 Organising element Action Insufficient evidence Quality criteria Organising element 1 Action 1 1. 0 Insufficient evidence Criterion 1. 1 Criterion 1. 2 Action 2 2. 0 Insufficient evidence Criterion 2. 1 Criterion 2. 2 Action 3 3. 0 Insufficient evidence Criterion 3. 1 Organising element 2 Criterion 2. 3 Criterion 3. 2 Criterion 3. 3

Learning continuum Phase 1 Phase 2 Phase 3 Phase 4 Phase description 1 Phase description 2 Phase description 3 Phase description 4 Criterion 1. 3 Criterion 1. 4 Organising element Action Insufficient evidence Quality criteria Organising element 1 Action 1 1. 0 Insufficient evidence Criterion 1. 1 Criterion 1. 2 Action 2 2. 0 Insufficient evidence Criterion 2. 1 Criterion 2. 2 Action 3 3. 0 Insufficient evidence Organising element 2 Criterion 3. 1 Criterion 2. 3 Criterion 3. 2 Criterion 3. 3

Learning continuum Phase 1 Phase 2 Phase 3 Phase 4 Phase description 1 Phase description 2 Phase description 3 Phase description 4 Criterion 1. 3 Criterion 1. 4 Organising element Action Insufficient evidence Quality criteria Organising element 1 Action 1 1. 0 Insufficient evidence Criterion 1. 1 Criterion 1. 2 Action 2 2. 0 Insufficient evidence Criterion 2. 1 Criterion 2. 2 Action 3 3. 0 Insufficient evidence Organising element 2 Criterion 3. 1 Criterion 2. 3 Criterion 3. 2 Criterion 3. 3

Learning continuum Phase 1 Phase 2 Phase 3 Phase 4 Phase description 1 Phase description 2 Phase description 3 Phase description 4 Criterion 1. 3 Criterion 1. 4 Organising element Action Insufficient evidence Quality criteria Organising element 1 Action 1 1. 0 Insufficient evidence Criterion 1. 1 Criterion 1. 2 Action 2 2. 0 Insufficient evidence Criterion 2. 1 Criterion 2. 2 Action 3 3. 0 Insufficient evidence Organising element 2 Criterion 3. 1 Criterion 2. 3 Criterion 3. 2 Criterion 3. 3

Learning continuum Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase description 1 2 3 4 Organising element Action Insufficient evidence Quality criteria Organising element Action 1 1 1. 0 Insufficient evidence Criterion 1. 1 Criterion 1. 2 Action 2 2. 0 Insufficient evidence Criterion 2. 1 Criterion 2. 2 Organising element Action 3 2 3. 0 Insufficient evidence Criterion 3. 1 Criterion 1. 3 Criterion 3. 2 Criterion 1. 4 Criterion 2. 3 Criterion 3. 3

Learning continuum Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Phase description 1 2 3 4 Organising element Action Insufficient evidence Quality criteria Organising element Action 1 1 1. 0 Insufficient evidence Criterion 1. 1 Criterion 1. 2 Action 2 2. 0 Insufficient evidence Criterion 2. 1 Criterion 2. 2 Organising element Action 3 2 3. 0 Insufficient evidence Criterion 3. 1 Criterion 1. 3 Criterion 3. 2 Criterion 1. 4 Criterion 2. 3 Criterion 3. 3

Phase descriptions • Synthesise the criteria within the column • Capture the underlying understanding of students • May go beyond the criteria themselves • Use verbs, but language can be less strictly used than when writing actions and criteria.

Learning continuum Formative uses of a learning continuum: • plan teaching and learning activities • interpret student work on the run • give students informal feedback during class.

Next steps You are now ready to: • review the placement of criteria in your rubric • refine your phase descriptions • use your revised learning continuum in your classroom.