Ways of Capturing Student Thinking

Strategies that Analyze, Deconstruct and Honour Student Work

Strategies the Analyze

GATHERING EVIDENCE

DEVELOPING SUCCESS CRITERIA

TEACHER MODERATION - Deconstruct Task, Develop Criteria, Analyse Student Work, Establish Next Steps

ANECDOTAL NOTES

CONVERSATIONS

OBSERVATIONS

Strategies that Deconstruct

CHECKLISTS

RUBRICS

CRITERIA

PEDAGOGICAL DOCUMENTATION - ANECDOTAL, JOURNALS, CHECBRICS

SUGGEST NEXT STEPS

Strategies That Honour

PHOTOS

VIDEO

AUDIO

PRODUCTS

ARTIFACTS

ANCHOR STUDENT WORK IN THE CLASSROOM

FEEDBACK

NEXT STEPS

Things I discovered about the expectation I'm examining & Key ideas uncovered by my research

Teacher Moderation is one of the important strategies that teachers use to analyse student work. By moderating student work together teachers are able to see the work through a variety of different lenses. The key ideas that I uncovered in my research were:

-teacher moderation allows teachers to assess more fairly

-areas of strength and weakness are pinpointed

-good practices are shared between teachers

Teacher Moderation should also become an integral part of professional learning and school practices.


Pedagogical Documentation - using assessment FOR and AS learning strategy which has been called a from of "visible listening" using video, images, and notes to name a few

-it is an effective way to see a child's understanding of a concept, capture student learning as individuals, student and teacher accountability, provides a student voice in their work

Connections I make to my practice as a teacher & Questions I still have or ideas I want to understand better

While working through Network and Hub meetings, CIL-M and EduGains and CIL-L, I have been given a great deal of opportunity to use teacher moderation as a strategy to analyse and deconstruct student work. One of the biggest connections that I have to this strategy was when I was moderating the results of CIL-M Inquiry evidence. To begin, we needed to establish our success criteria. We established our criteria as a team so that when we assessed the evidence, we were all on the same page. Once we had our criteria, we started - surprisingly a great deal of conversation was generated, our criteria changed and some student evidence has to be revisited several times. I find that it's challenging to analyse student work. It is beneficial when the success criteria is previously established and cannot be altered. How can teacher moderation be more streamlined, sometimes there are just too many "chefs in the kitchen".


Pedagogical Documentation is an excellent was to honour student work. I really enjoy using video and images to capture what my students are learning. One connection was during the Excellence in Eloquence Speech Competition, when I captured all of my student speeches on video. We were able to watch the videos over and over. We could pinpoint areas to improve, celebrate the great moments and laugh at the mistakes. The student found it extremely valuable, which led to us using video during Accountable Math Talks and Math Inquiry.

Action I plan to take

After investigation this expectation I was reminded of the value of teacher moderated assessment and the importance of focusing on the FOR and AS of assessment while working with my students. At times, I get caught up in the need to gather enough assessment OF evidence for reporting, that my valuable ongoing assessment diminishes. The action I plan to take is to revisit the strategies outlined in the article on pedagogical documentation within my classroom in order to provide the valuable feedback that my students need. A final observation that I encounter was that the strategies to analyse, deconstruct and honour are, in many ways, connected.