Full course description
Date and time
Wednesday 06 May 2020, 9.30 am to 3.30 pm
This learning event is right for you if you are developing your understanding of student agency and student role in their assessment
Inquiry learning is widely accepted as one of the most powerful ways to develop knowledge, critical and creative thinking, and skills that cross disciplines. However, inquiry is often criticised for its lack of rigour. Rigour does not mean ‘hard’: it means assessment that is clear to students, teachers and the wider community. Rigorous assessment develops, and depends on, assessment capable teachers and students. This one-day workshop introduces teachers to a method of planning valid and reliable assessment using concepts as the driving element. They will explore the significance of command terms, developmental rubrics based on well-researched taxonomies including SOLO and Dreyfus, and 'hexagonal learning'. This way of thinking about assessment aligns with national achievement standards. It calls on the voice, choice and ownership of students in their learning at every stage of assessment development.
Building assessment capable communities can be explored in the context of primary or secondary schooling.
Developing motivated, effective and self-regulated learners is a vital role of schooling for this rapidly changing world.
- understanding that rigorous inquiry requires a clear understanding from everyone as to what is being assessed and what constitutes quality
- strategies to assess conceptual understanding in a unit of inquiry that considers command terms and higher order thinking
- skills in good rubric design as a powerful tool that provides the basis for learning conversations, providing feedback and feedforward
- strategies to involve students at every stage in their learning: designing and modifying assessment tasks
- understanding that developing assessment capable students may require changes to school policies
Dr Marcia Behrenbruch
Marcia has over 30 years experience in Primary, Middle and Upper Secondary education. She has lived and worked in a variety of countries. In addition to her school experience, she worked for the International Baccalaureate as Head of Global Professional Development for the Primary Years Programme and as Head of School Services, supporting the IB continuum of international education from 3 to 19 years of age.
Marcia’s passion in education is ensuring that learning is relevant, significant, challenging and engaging for children of all ages. She believes that this is the first responsibility of educators, and can still be achieved within national or state curricula requirements.