Informal and Formal Assessment

 Analyse and appropriately use assessment information, which has been gathered formally and informally

• Provide feedback to students verbally from work - individualise goals and next steps specific to the learner. 
• Written reports
• Conversations captured using video at advisories.
• Book Creator to do independent running records at advisories. 
• 

      PROBE Informal Assessment - Book Creator

• Book Creator Read out louds are extremely valuable. Without this, we can not comment on reading habits as we are really just assuming. 
• Work and voice completed on My Te Kura, Book Creator and Explain Everything - Great for capturing voice and thinking for maths. 

  I can clearly see above that this student is unsure of what the theme is for her story and I have then given feedback to her to support this understanding. 

Link: Read out Loud

    

   Link: Explain Everything - Maths Informal Assessment using Student Voice

• Screen Casts shared by students both of them working on their own and also screencasts of them giving an explanation of how to add an extension - a task I set them to do.

Student Soapbox Screencast - How to add an extension

• Made and started using Progress Tracking Sheets to help me to share successes with parents and students as well so they can see exactly where they are at and take some ownership of their learning. If they don't know where they are going it may be stopping them from moving forward. 

         I am calling the PTS possibly Pathways or Next Steps with the students but as they evolve they may come up with their own name. 

     

• PAT Assessments, e-asTTle, Probe, Running Records, Dinah Number Tests, IKAN, Mini Gloss test, Schonell Test. 

I have made templates for all tests above in Sheets to record efficiently and effectively record data. I have created a template in Sheets for the Schonell and have formulated it so that it will calculate a spelling age from the number correct words entered automatically. 

I have shared all these PTS and other assessment templates with staff that had asked and will share with anyone else who would like them before I go. It has worked out well because I have made and started them and Tracey has a few of my kids next year, and she would like to carry these on. it now means Tracey will have a starting point and sense of continuity for the students.  If we used something like this for Little bIg Picture/Inquiry learning - It then means each year that the next teacher (same or new) can look at these and have a starting point and build on it. It shows clear direction and next steps, also highlighting gaps that need backfilling. It allows the celebration of smaller goals which we probably all should celebrate more. It also allows parents to see movement within a stage if it appears they haven't moved.

• Students receive now mainly verbal and also some written feedback on their blogs, journals, emails, My Te Kura, Google Class, Docs, Slides, EE, Book Creator and sometimes Google Hangouts, depending on the medium the student has used to submit work or what they predominately use to communicate. To make it easy I have begun the journals and trialing blogger to have all work and feedback in one place. 

I like using the extension Vidyard for feedback. It allows you to screencast for free but with editing and live thumbnails as free tools. It also has fewer steps and it is easy to push videos straight to Gmail or Youtube which is extremely handy. It also lets you see how much of your feedback was viewed by students and how many times it has been watched etc. They send you an email and like below or you can check this in the extension.