Student assessment – Teaching & Learning Research Initiative

Observing assessment for learning (AfL) in action: Piloting an observation schedule to inform teacher assessment learning and research

1. Introduction In New Zealand we lack valid and reliable evidence-based schedules with which to observe teachers’ assessment for learning (AfL) practices. To date, classroom assessment observation schedules have mainly been derived theoretically, used in developing countries with conditions different from New Zealand classrooms (Kanjee & Hopfenbeck, personal communications), or restricted to particular curriculum areas such as science and mathematics (Ruiz-Primo, 2017), literacy (Parr & Hawe, 2009), and writing (Parr & Gadd, 2016). Some approaches follow particular interpretations of formative assessment and AfL (used synonymously in this report), such as those developed for professional development initiatives (e.g., Wiliam & Leahy, 2015). In this project we piloted and modified an observation schedule,

Generating positive outcomes by Year 5 to 8 priority learners in writing: An inquiry into effective teacher practice

1. Writing: The issue to be addressed Writing is a demanding, multidimensional process that is, cognitively and socially, highly complex. Success in writing is vital to success in education and in the workforce (Graham, Capizzi, Harris, Hebert, & Morphy, 2014). Writing is increasingly used to demonstrate learning through schooling and has the potential to contribute toward understanding and learning in the content areas (Bangert-Drowns, Hurley, & Wilkinson, 2004). Beyond school, it is an integral part of students’ everyday lives as they participate in the world of texting, blogging, and social networking. In the workplace, it is a threshold skill for hiring and promotion amongst many workers. New Zealand-based data on success