Assessment
"It is only through assessment that we can discover whether the instructional activities in which we engaged our students resulted in the intended learning. Assessment really is the bridge between teaching and learning" (William, 2013)
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Assessment serves as a critical reflective tool, guiding both teaching and learning by providing clear evidence of student progress and areas for growth. It enables me as an educator to adapt my practice responsively, ensuring meaningful engagement and achievement for all learners.
Assessment Plan
An Assessment Plan is integral to any proposed unit of learning - understanding what, when, how and why you are assessing at any given juncture not only ensures that you are evaluating students work against the features of quality, specification and assessment guidelines - but more importantly you are engaging in a dynamic process of reflection and adaption to meet diverse student needs, learning paces and artistic identities. Assessment when consistent and diverse, fosters reflective, independent and engaged learners.
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​The following presentations echo this sentiment, demonstrating the span of planning, implementing, adapting and co-regulating of assessment practices over the course of a Senior Cycle unit of learning.
Subject Learning and Assessment Review
Collaboratively reaching consistency in our judgments of student work against common, externally set Features of Quality. The objectives of the review process are to achieve:
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Greater consistency of teachers’ judgement
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Better feedback to students
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Greater alignment of judgements with expected standards,
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Assurance for parents and others that students are receiving appropriate recognition of their achievements in line with standards and expectations.
