I would like to acknowledge that the information presented in this post and previous posts relating to Learning Design comes from the ‘Leaders Resource – Getting Started’ produced by Teaching and Learning Services DECD.
The fourth step in Learning Design is What evidence will enable us to assess the intended learning? Understanding if our students ‘have go it’ is crucial if we are going to accurately adjust our teaching and planning to suit the level of learning students are at. It is also vital if we are to accurately report to parents. To achieve this we need to assess students regularly.
Dylan Wiliams suggests that “When implemented well, formative assessment can double the speed of students’ learning“.
Just because we teach something does not mean students have learnt it!
Below is a great little script that demonstrates what happens when we don’t use effective formative assessment methods.
We ask, “Does everyone understand?”
We await the answer to come.
A lone voice says, “Yes”, and we accept that as
evidence that learning has occurred.
We move onto the next topic or concept, deluding
ourselves that all is right with the world.
Later, much later, we review the results of the latest quiz,
test, or essay, and shake our heads in wonder.
“I taught all this,” we say. “Didn’t they get it?”
Important points regarding “What evidence will enable us to assess the intended learning?”