Why Formative Assessment Matters
How do you develop a classroom culture in which students are highly engaged in knowing and understanding what they are learning, where they are in the learning cycle, and what to do next?
Drawing on the work of Dylan Wiliam and other internationally renowned educators, this workshop identifies and provides an overview for what constitutes effective teaching and learning, what adds value to student learning, and how to engineer classrooms to heighten and enhance student learning.
You will explore:
- current thinking about assessment
- what constitutes evidence of learning
- fundamentals of formative assessment
- five essential strategies of formative assessment -
- learning intentions and success criteria
- high engagement classrooms and eliciting evidence of learning
- feedback that feeds forward
- cooperative and collaborative learning
- self regulated learning / self assessment and metacognition
- sustaining formative assessment in your school culture and classroom environment
What to bring:
Participants are asked to bring a Unit of Work /topic of study that they would be using in their classrooms soon after the workshop.
Templates and resources will be provided.
Being led by Elizabeth McLeod
Elizabeth has worked as a teacher mainly in primary education settings and has taught at every year level. She accepted various school leadership and school executive management roles for leadership, curriculum and administration including Teaching and Learning Coordinator, IBO Primary Years Programme (PYP) Coordinator, and Head of Teaching and Learning at some of Melbourne’s top Independent schools.
Elizabeth has extensive knowledge and experience with high quality instructional practice, curriculum design, education project management, and design and delivery of professional learning.
As an education consultant, Elizabeth develops and delivers professional learning programmes and instructional coaching to schools, corporate organisations and other education consultancy work. She listens carefully and engages in substantive conversation to meet the needs of her clients, and personalises programmes to address these needs.