Which of these three snacks is tastiest?
This is the provocation I will use to ignite the next part of our inquiry (thanks Victoria for the idea) – why do we assess?
Obviously the answer to the question above is completely subjective, so each group in the workshop will be asked to develop an assessment tool for determining which snack is tastiest. They can refer to our assessment policy for descriptions of the types of tools they could use. Their assessment tools and findings will be shared with the whole group and we will use this as a platform to pull out ideas about why we assess.
To continue the conversation of guiding questions..
Are participants constructing their own understanding? Each of the teachers participating in the workshop will come with their own ideas and experiences of assessment. As we work through the content and the ideas, the goal is for their ideas to grow, deepen or shift as they engage with the new material, have discussions with colleagues and create artefacts that represent their understanding.
For this session, I struggled quite a bit trying to decide on how to engage the teachers meaningfully in an exploration of the purposes of assessment. They will be constructing their understanding by engaging in conversation with their peers about their own assessment practices, they will look at different examples of assessments, create their own assessment tools, categorise reasons for assessment, watch this video, and reflect on their learning.
Teachers will be given 5-10 minutes at the end of the session to write a reflection. Here are some prompts they may choose to respond to, but they are also welcome to just write about whatever is most urgent in their minds.
What purpose(s) do you primarily address in your assessment practices?
How does this impact on your learners?
How does it impact on you as their teacher?
P.S. The real answer to the question of what is the tastiest snack can be found here.