The Assessment Waterfall Chart

 

The learning Collaborative team engaged with learning around the Assessment Waterfall Chart. We begun by analyzing the purpose of assessment.

The learning focused on how every meeting should start with data and ensuring our instructional strategies move students to learning the deeper, broader concepts that sit beyond the context of the activity.

 

We also contemplated how learners best learn and how this might influence us as teachers of students and each other as professionals.



The Assessment Waterfall Chart directly connected to the 5 Questions we ask with Learning Walks and Talks. If students are able to answer the questions then the Waterfall chart is evident. As a Learning Collaborative we discussed the importance of unpacking each section so that our students can become assessment capable learners (an effect size of 1.44). 


With staff we shared how The Assessment Waterfall Chart depicts all of the components of assessment as and for learning, NO amount of instruction will work unless it is informed by transparent teacher and student self assessment practices. These practices must ALL be present in every classroom to make a difference for each students learning growth and achievement. We need CLARITY in understanding that the components all weave together to form robust classroom practice.
Staff were asked to read Principles of data walls from book (page 231) with the intention to provide clarity around the purpose of a data wall in this work and to further reinforce how it differs from our previous practices.

Teachers then engaged in a short Data Activity. They had to Plot 5 children from any lesson in any KLA. Teachers could use any template/data source of their choice (such as the Venn diagram or above the line/below the line or WA, WT and WB). The purpose of this activity was for staff to dabble in data to inform instruction and discuss what they would do with the information gathered. We shared a video where Lyn directly discuss the Guided table to teach students in a different way, not longer and louder to support this work. The school has recently bought these tables for every classroom.





Comments

Post a Comment

Popular posts from this blog

Revising the Parameter 1 and 14

Image
 Staff were asked to re-reflect on  Parameter 1 and the shared beliefs and understandings articulated by Lyn Sharrat. We had completed this same activity 12 months earlier and wanted to gain a sense of where we were placed collectively. Staff were asked to give a rating from 1 to 10 to indicate how much they believed in each of the statements and were encouraged to give a reason as to why they believed what they did. These ratings and reasons were collected anonymously. Then redistributed. Staff then stood behind the chairs, reading out the rating and reason they had been handed.  The photo below indicates where staff now sit with the statement: All leaders, teachers and students can articulate what they do and why they lead, teach and learn the way they do. The photos below are the staff's reaction to: High expectations and early and ongoing intervention are essential. The photos below are of staff's reaction to: All teachers can teach to high standards given time and th...
Read more

Going back to the Data Wall

Image
The following staff meeting was presented by the Learning Collaborative team. Time was spent selecting students for the next CMM. Teachers completed a Chronicle entry using the Case Management Meeting template on Compass . There was also a d iscussion of support such as Drew’s time (Thursday 9:00am - 10:00am). His time can be booked to release staff for Learning Collaborative engagement and a timetable for purpose and booking was shared.  Kim Post shared how her time has been used by staff and announced her availability continues (Monday to Thursday 9:00am - 11:00am). Staff shared how she had modeled the unpacking of Learning Intentions, co-constructed Success Criteria with students, and coached teachers around the construction of BIU walls and anchor charts that support student learning. Moving forward, she might be utilised as an extra set of hands in training students how to use the wall and effectively find stars and stairs in their own and others work. This staff meeting high...
Read more

Establishment of the SAIP for 2024

Image
After reviewing data from the Tell Them From Me Survey, NAPLAN, the data wall movement concerning Learning Progressions, and the focus of every Case Management meeting in 2023 around sentence structure, it became evident that there was a significant need to focus on improving student outcomes in sentence formation. Based on these findings, the School’s Annual Improvement Plan (SAIP) for Learning and Teaching was set to center on this goal. The Learning and Teaching Action Team, in consultation with staff and the Learning Collaborative Team, developed specific actions to address this goal and agreed on measurable indicators of success. The team also sought support from the Catholic Schools Office, which provided guidance and supply of some professional learning, recognizing that other schools in the region were also prioritizing similar goals around writing and sentence structure. Despite positive trends in the Diocesan writing data, the school acknowledged that continued investment i...
Read more