DEEP ASSESSMENT FOR
DEEP LEARNING
June 13 & 14, 202
Epping West Public School
Day 1 Plenary Session
After an acknowledgement of country, 4CTL Practice Leaders Kirsty and Tahlia led us into a time of investigating what assessment is, what benefits and limitations our current approaches to assessment has, and through some embodied experiences, what could or should assessment be?
Workshops - Pedagogy as Assessment & Co-constructing Assessment
Workshops at Network Days are deep dives into the various aspects of the topic we’re investigating. In unpacking assessment, these workshops saw participants asking deeper questions about what we’re assessing and why, how pedagogy and learning design can be integral parts of our approach to assessment, and about reframing what learning is, and thus what makes sense to assess.
Day 2 Plenary
Furthering our exploration of the 5Es of the assessment rubric, our day 2 plenary, led by Jamie and Nat, had participants creating assessments for the fun tasks they were being asked to engage in. As they more deeply understood the various ways of assessing the tasks, greater clarity began to emerge around how to find meaningful assessment of learning progress.
The Network Day Bazaar
An exciting part of every Network Days event is the bazaar stalls sessions, when schools hold stall presentation of how the 4Cs are being used in their classrooms, with their teacher PL, in their leadership meetings, and more. Here’s just a few snapshots of what was presented this time.
Student agency drives innovation in curriculum planning.
Educators from Jerrabomberra HS have taken a whole new approach to art curriculum. Creating subjects (rows) and skill level (columns) students can select their subjects of interest and their starting skill level.
Planning a teacher-determined learning disposition journey
The team at Curran PS have plotted a journey for their classrooms that allows teachers the freedom to choose the dispositions their class need to focus on, which creates a student-centric map, while remaining connected to the core desire to embed the Learning Disposition Wheel into the school culture.
Embedding the 4C approach gets uplevelled
Oatley PS have deepened their explicit use of 4C strategies, techniques and approaches as they embed student agency, learning dispositions and the 4Cs into everyday activities, including using critical reflection, age-appropriate language for the disposition wheel, give space for student voice and prioritise agency & intrinsic motivation over learning.
Taking a wide-lens look at the 4C approach in an early learning setting
Journey Early Learning have embraced the 4C approach in their leadership team, to give voice and agency to team members, developing Leadership Wheel-based action plans for the leadership team, talking about dispositions in the early childhood classrooms and more.
Giving students choice, independence and flexibility creates greater engagement at Dubbo School of Distance Education
The team at DSODE revamped their old “Hook Week” (a week aimed at getting students interested in the subjects to come in the next term) syllabus into an all new “Hookenstein.” The allowed students greater choice, upgradied the delivery platform, changed their “check up on” approach to a “check in on” approach, and listened to student feedback on future topics for this exciting and important week’s content.
The Closing Session
In our closing session, Jamie introduced the 4CTL coherence maker, The Wonder Web - a new way of framing the 5Es of the rubric. Participants reflected with others from their school, discussing what they’ve learned and what might be possible in their contexts, to reframe and revitalise assessment.
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