FSLT Assessment Committee Running Agenda
- We can build assessment capable visible learners.
- We can use learning progressions empower learners to deepen their understanding.
- I can articulate using common language what assessment capable visible learners can do.
||What does “assessment capable visible learners” mean?
||Becky Holden & Thomas Benefield introduce why they use LPs
- Using student work to tell the story of how and why we use LPs in our respective learning areas
||Assessment Capable Visible Learners Can…
- The Assessment Committee will need to look at these 12 items (from the list below) and pick 4 to work on for the year.
- Finding ones that stretch across our learners’ age range is important
- Dot vote to narrow the list and determine the 2-4 that we will look to implement this year.
Characteristics of Visible Learners
- Be their own teacher
- Articulate what they are learning and why
- Talk about how they are learning – the strategies they are using to learn
- Articulate their next learning steps
- Use self-regulation strategies
- Seek, are resilient, and aspire to challenge
- Set mastery goals
- See errors as opportunities and are comfortable saying that they don’t know and/or need help
- Positively support peers’ learning
- Know what to do when they don’t know what to do
- Actively seek feedback
- Have metacognitive skills and can talk about these skills
We see the attributes of visible learners as critical for school success and consistent with our focus on assessment-capable visible learners. In other words, ensuring that students become assessment capable is one of the implementation routes for the Visible Learning work. (Hattie, 1-2 pags.)
Shared learning progressions:
Hattie, John, Doug Fisher, and Nancy Frey. Developing Assessment-Capable Visible Learners, Grades K-12: Maximizing Skill, Will, and Thrill (Corwin Literacy) (p. 1-2). SAGE Publications. Kindle Edition.