Diving Deep into Assessment for Learning

Online on Saturday 16th May 

Presenters of some of the workshops have prepared handouts. Participants  may wish to download these and read them  before Saturday.

Julie Arnold: Students as teachers, teachers as examiners: AfL for the EA

ETAQ 21022020 Texts & Culture_v2 Powerpoint

The Q chart

TLAP General English


Lisbeth Kitson: Transposing Genres, transposing Modes

The Last of his tribe poem Noonuccal

Last of his tribe two voice poem

Taylor number 1 son

The Last of his tribe Kendall poem

Transposing Genres and Modes Powerpoint

Julie's Zoom chat at lunch time

12:17:39  From  Kiri : I love how much all of the workshops that I've watched so far work together so rather than ending up with a huge list of strategies to implement, I'm just getting a deeper understanding of strategies in different contexts.
12:20:20  From  Shirlina : Oh, I got really pumped up and really want to learn more about AfL
12:21:02  From  Shirlina : I think, though, that I fear about student agency. How do you direct that? What does it look like?
12:21:36  From  Kiri : It sounds like it's a journey - you have to allow yourself time to support students on their way to increasing agency. 
12:24:11  From  Shirlina : Awesome, thank you!
12:24:54  From  Belinda : It is a difficult thing - to hand over the learning back to students to own the learning.  Teachers hang on to particular practices because it is known! We feel we can control and know what was delivered.
12:27:43  From  Shirlina : Belinda: it is definitely a comfort thing. I think that we fear that by letting the students run free, some will continue to do nothing, like what they do in traditional circumstances. Even though studies have shown otherwise. I think that comfort will come with a better idea of how to run this sort of lesson format, and later with practice.
12:28:04  From  Belinda : Agree :)

12:28:25  From  Rhiannon Rumble : MOOC

STEM YouTube - for their MOOC videos and CPD materials 

12:28:30  From  Julie Arnold : Thanks Rhiannon
12:28:42  From  Shirlina : Thanks Rhiannon!
12:28:45  From  Belinda : Thank you Rhiannon
12:29:34  From  Alfina : Thanks for sharing Rhiannon!
12:30:17  From  Belinda : It's a difficult relationship and understanding of the roles! Teaches work with syllabus, students need to have opportunities to understand the learning and how it is expressed.
12:31:09  From  Emma : I really liked your work on different approaches to writing exam questions and having the kids engage with writing exam questions - this has given me a lot of food for thought in ways to approach preparing for the external exam this year.
12:31:56  From  Carmen Franks-Weier : I will definitely using student work on classroom much more, too, Kiri.
12:31:59  From  Shirlina : I think I had similar thoughts, Kiri, with regards to students being reticent to participate, even though it's online.

12:32:45  From  Alfina : The opportunity for 'Crowdsourcing Feedback' - feedback as recursive, prospective and constructive, positional leaners as knowledge producers
12:33:24  From  Kiri : Yes @Emma - so many good ideas for when students start studying Macbeth!
12:33:30  From  Belinda : Absolutely - students will give feedback in a way that they understand.  They might in fact reinforce something that is wrong, or not against an objective!
12:33:57  From  Rhiannon Rumble : Agree - it sometimes feels like culture of individualism in senior assessment
12:34:01  From  Amelia : Difficult with some students and students not engaging at times
12:34:10  From  Fiona Laing : I find they get better with time. After some hollow initial feedback, they start to analyse and improve the quality of their comments.
12:34:21  From  Carmen Franks-Weier : I feel that I lack the skills to assist students to provide peer feedback. I use it for each assessment and my students are quite reluctant to provide any feedback or just don't read each other's work.
12:34:28  From  Belinda : Yes, students need to know WHAT they are providing feedback on, and what it is aiming to achieve.
12:34:34  From  Amelia : Agree long term gain to teach feedback
12:34:53  From  Fiona Laing : THat culture is gone now. It is the kid against the examiner.
12:35:10  From  Fiona Laing : But do teachers and students know this?
12:35:12  From  Julie Arnold : Yep, Fiona. A new opportunity
12:35:29  From  Miriam Byrne : @Fiona: I keep telling my kids that, but I wonder if that will only be absorbed once they sit the EA...
12:35:54  From  Rhiannon Rumble : A cultural shift from the bell curve to the daisy graph (astar plot?)
12:36:04  From  Belinda : Teachers matching the students to each other is valuable.
12:36:13  From  Deanne Elliott  to  Julie Arnold(Privately) : Sorry Julie - dropped out before but listening now to great dialogue
12:36:19  From  Amelia : Yes students like to peer view friends only and agree not often different levels
12:36:19  From  Shirlina : Aster plot
12:36:31  From  Fiona Laing : /see y'all.
12:37:40  From  Deanne Elliott : I do want to investigate Scholar and is great listening to your perspective of it
12:37:45  From  Belinda : Julie - this is a great point. The cognitive load has to be something the student writer/peer feedback can handle.  What is the focus we want and why?
12:38:12  From  Amelia : Yes Troll good example

12:39:54  From  Miriam Byrne : Yes! Marking "real-life" exemplars with the ISMG makes for good modelling.
12:39:55  From  Amelia : Yes agree with those student comments.  Good resource to start so they know
12:40:10  From  Amelia : Yes good modelling
12:40:17  From  Rhiannon Rumble : Feedback as 'what's the next step?' rather than what is wrong with this
12:40:28  From  Kiri : Although it also sounds like the mere exposure to someone else's work is also valuable in and of itself - so hopefully even if students provide unhelpful feedback, they've gained something
12:40:35  From  Amelia : Good yes what is the next step
12:41:25  From  Rhiannon Rumble : Sorry my tech is struggling with the multiple speakers - please could you mute if you're not talking? Hover over the bottom screen and its in the bottom left corner.
12:42:37  From  Julie Arnold  to  Amy Heymer(Privately) : Amy, I'm going to pick on you
12:42:43  From  Deanne Elliott : Jeffrey's session was fabulous for feedback in small steps but from teacher perspective and I believe that students can be taught in the same way to develop skills for productive and meaningful feedback. love the last comment Julie
12:44:34  From  Emma : A really good reminder I got today was from the earlier Zoom was that students don't see many essays etc - their work and our models are all they get to see - this has made me start thinking about how I could expose kids to more writing so that they can reflect critically on their own work and goals.
12:45:07  From  Belinda : A great point Emma - and that English lends itself to multiple ways to express and show those objectives.
12:45:15  From  Rhiannon Rumble : Emma, it's worth checking out UK and WA resources - they've been doing this for a while and have a number of great exemplars
12:46:20  From  Kiri : @Emma - me too - even some of the other tips to get students to think critically about their work and to make their writing habits more visible like starting every sentence on a new line to check sentence length and sentence starts.
12:47:19  From  Shirlina : yes
12:48:04  From  Belinda : Teachers can help facilitate this when they group students together by like needs.
12:48:38  From  Kiri : @Belinda - do you do this by having a range of levels within a group?
12:48:45  From  Deanne Elliott : Love hearing the reinforcement around critical thinking. What CV19 has taught me is to maximise asynchronous learning environment blended with real classroom
12:49:15  From  Julie Arnold : yes good thinking, Deanne. We need to seize the say!
12:49:41  From  Amelia : Yes

12:52:28  From  Amy Heymer : How did it go, Miriam?
12:53:08  From  Amy Heymer : I can help out when you're ready Miriam got examples and everything!
12:53:48  From  Rhiannon Rumble : @Belinda do you mean group those who need similar support to move the next step?  The risk with grouping like-kids that is that our strugglers don't have the opportunity to see how to move upwards. Research shows that students gain the most when the student at the higher level has to teach or explain their understanding to another student (ie in their own words not from a book)

12:54:45  From  Rhiannon Rumble : Miriam, that's interesting to see common misconceptions - what a great way to target learning (also learn more about the kids!)
12:55:33  From  Belinda : Rhiannon - yes, I am suggesting we think about why we are putting those groups together.  English considers how students are drawing on different resources to achieve particular purposes.  A top academic kid might also be a really reluctant one to do something different - so they might be the most likely to stop growing.  
12:56:17  From  Belinda : But we can group students who all needed to reflect on cohesion and organisation, and a different group where the students needed to consolidate purposeful vocabulary etc.
12:56:52  From  Rhiannon Rumble : For sure Belinda, those are awesome ways to group that I hadn't considered
12:57:04  From  Julie Arnold : jarno17@eq.edu.au
12:57:13  From  Belinda : Dear Rhiannon, I've met you and I am very sure you have!
12:57:41  From  Shirlina : Yes
12:57:42  From  Amy Heymer : YES!
12:57:52  From  Shirlina : Whenever I'm home: YES
12:58:01  From  Shirlina : afternoon naps are key
12:58:24  From  Alfina : Thanks Julie!
12:58:34  From  Kathryn Lampard : Thank You Julie - enjoyed the sessions and gained so much
12:59:05  From  Kathy Mac FNQ : Thanks very much - all worked except the initial Vimeo.



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