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Assessment: A Whole-School Approach
  • Assessment: A Whole-School Approach
  • Faria Education Group
  • About the Author
  • Overview
  • First Principle Thinking
  • The Purpose of Assessment
  • Developing an Assessment Culture
  • Assessment in Context – Teaching and Reporting
  • What is Assessment?
  • Why do we Assess?
  • Establishing and Using an Assessment Framework
    • Designing an Assessment Framework
  • What are we assessing?
    • Learning Motivations
    • Approach to Learning/Learning how to Learn
  • Assessment and the Report Card
  • Planning for Assessment
  • Phase One: Preparation (Establishing Capabilities and Resources)
  • Phase Two: Implementation (Design and Implementation/Integration)
    • Backwards by Design
    • Effective Classroom Assessment Practices
      • Micro-Assessments
    • Assessment Design Principles
      • Validity
      • Reliability
      • Authentic
      • Sufficient
    • Key Principles of Design
  • The Assessment Framework and a Development Pathway
  • Phase Three: Feedback and Reflection
  • Learning, Assessment, Feedback Routine
  • Good Feedback Practices
    • Feedback Strategies
    • Moving from Feedback to Feedforward
    • Delaying the Grade: How to Get Students to Read Feedback
    • Flash Feedback: How to Provide More Meaningful Feedback in Less Time
  • Assessment within the Learning Experience
  • Implementation and Monitoring
  • Further Reading
  • Looking for More Support in This Area?
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  • Phase 1: Preparation (Establishing Capabilities and Resources)
  • Phase 2: Implementation (Design and Implementation/Integration)
  • Phase 3: Monitoring and Review (Feedback, Reflection and Revision)

Planning for Assessment

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Last updated 2 years ago

The Process of establishing an efficient and effective Assessment Culture and Policy offers some significant challenges but also continuing benefits. If you are a school seeking to transition to a new assessment culture, a school seeking to improve its assessment culture, or simply a school wishing to reflect on its established culture, there will be challenges. These challenges can be reduced by ensuring all staff are capable, have access to relevant and accessible resources, feel they are included in the transition, evolution or reflection cycle, and will benefit in some way from the effort required.

Phase 1: Preparation (Establishing Capabilities and Resources)

Phase 2: Implementation (Design and Implementation/Integration)

Phase 3: Monitoring and Review (Feedback, Reflection and Revision)

Phase One: Preparation (Establishing Capabilities and Resources)
Phase Two: Implementation (Design and Implementation/Integration)
Phase Three: Feedback and Reflection
Assessment supports student growth throughout the school