Harnessing and enhancing assessment in schools

HomeSchool resourcesPrinciples of assessmentHarnessing and enhancing assessment in schools

Harnessing and enhancing assessment in schools

HomeSchool resourcesPrinciples of assessmentHarnessing and enhancing assessment in schools

Effective assessment is challenging work but has the potential to dramatically improve teaching and learning. Professor Stuart Kime provided rich food for thought for teachers about the purpose, place and practice of assessment in New Zealand schools in this recent webinar. He discussed the role of assessment in teaching and learning with a particular focus on how teachers can approach assessment during this period of distance learning. The webinar includes a number of practical strategies for how teachers can enhance their assessment practice and embed effective assessment into their day-to-day teaching.

To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed.

You can also read our insight article exploring key ideas from the webinar.

Topics discussed in this webinar

Times shown in minutes and seconds from the start of the video

1.18What is meant by assessment in education. Assessment as a process rather than an event
3.00Why assessment is important
4.30The principles of assessment, in particular the importance of a clearly defined purpose for assessment and ensuring assessment provides reliable information
7.52Formative and summative assessment, and whether these terms are useful
9.50What is reliability? Exploring the quality, dependability and credibility of the of information assessments generate.
13.13What is validity? Do assessments assess what we set out to assess and are the interpretations actually representative of what the student knows and can do.
14.45How teachers can increase the validity of assessments
17.08The relationship between curriculum, pedagogy and assessment
25.20Practical approaches to assessment, including: creating blueprints for assessment, working collaboratively with colleagues, utilising the curriculum as the starting point for assessment, trialling assessment approaches, and reviewing the utility of the information produced by assessment.
29.16Guidelines for assessment design: matching assessment to purpose, the format and mode of assessment, the timing of assessment.
33.59Over assessment and issues (and possibilities) associated with high stakes testing, examinations and grading
38.10Assessment during online / distance learning
42.03Feedback: the relationship between assessment and feedback, and the principles underpinning effective feedback
45.36Parting thoughts from Stuart

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