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Inside Sho-Ninja: Getting Started with Formative Assessment, the Ninja way



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Sho-Ninja: Getting Started with Formative Assessment, the Ninja way

In this module we will explore what you already know and what is currently working with formative assessment, and then take you on a tour through the main principles, what you might need to do, how students will be learning, practical strategies and some digital tools that will be helpful.

— Part 1 —
Getting Started with Assessment Ninja

— Part 2 —
Introduction

— Part 3 —
Before you start

— Part 4 —
Introducing Formative Assessment

— Part 5 —
What is Formative Assessment?

— Part 6 —
Reading: Learning about and learning from our students

— Part 7 —
Different approaches

— Part 8 —
Principle 1: Being clear about what is to be learned and why

— Part 9 —
Reading: Depth in Learning

— Part 10 —
Principle 2: Moving from 'doing' to 'learning'

— Part 11 —
Reading: Keeping them Busy or Intellectually Challenged

— Part 12 —
Principle 3: Start with the end in mind

— Part 13 —
Principle 4: Create open-ended learning tasks that enable students to demonstrate their learning

— Part 14 —
Reading: 12 Alternatives to Pen-and-Paper Tests

— Part 15 —
Reading: To Worksheet, or not to Worksheet, that is the Question

— Part 16 —
Principle 5: Differentiation

— Part 17 —
Reading: Using Technology to Differentiate Learning

— Part 18 —
Principle 6: The importance of providing effective feedback

— Part 19 —
Principle 7: Share responsibility with learners

— Part 20 —
Reading: Who's working the hardest?

— Part 21 —
Reading: 21 Ways to Construct Knowledge

— Part 22 —
Reflection: Responding to the seven principles

— Part 23 —
Benefit 1: Greater Voice

— Part 24 —
Reading: Student Voice and Choice

— Part 25 —
Benefit 2: Growth mindset

— Part 26 —
Benefit 3: Clarity about learning

— Part 27 —
Bringing High Clarity to Learning

— Part 28 —
Clarity of Learning with Rubrics

— Part 29 —
Clarity through Learning Intentions

— Part 30 —
Benefit 4: Have opportunities to teach their peers

— Part 31 —
Reading: Students Evidencing Their Learning

— Part 32 —
Module Reflection

Inside Ni-Ninja: Honing the effectiveness of your feedback



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Ni-Ninja: Honing the effectiveness of your feedback

In this module, we will explore Effective Feedback. Professor Hattie, among others, rates effective feedback as one of the most important strategies for improving student learning outcomes. In this lesson we will explore descriptive feedback, how to use it and a number of strategies including: success criteria, competency matrices and rubrics.

— Part 1 —
Introducing Effective Feedback

— Part 2 —
What is effective feedback?

— Part 3 —
Providing Effective Feedback to Students

— Part 4 —
Principles of Effective Feedback

— Part 5 —
Reading: 8 Tips for Effective Feedback

— Part 6 —
Benefits for Students

— Part 7 —
Introducing Success Criteria

— Part 8 —
Examples of Success Criteria

— Part 9 —
Capacity Matrices

— Part 10 —
Examples of Capacity Matrices

— Part 11 —
Introducing Rubrics and Single Point Rubrics

— Part 12 —
Examples of Rubrics in Action

— Part 13 —
Single Point Rubric Examples

— Part 14 —
More Information about Single Point Rubrics

— Part 15 —
Single Point Rubrics

— Part 16 —
Using Single Point Rubrics

— Part 17 —
Reading: Considering 'Marking' alternatives as feedback

— Part 18 —
Feedback with whole class Marking Grids

— Part 19 —
A few final practical Feedback ideas

— Part 20 —
Some thoughts on student feedback

— Part 21 —
Module Reflection

Inside San-Ninja: Give your students a black-belt in reflection and assessment



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San-Ninja: Give your students a black-belt in reflection and assessment

In this module we will focus on activating students as owners of their own learning, and explore a range of tools that support students to self-assess; including setting goals and targets, reviewing their learning, reflecting and sharing responsibility for providing evidence of their learning.

— Part 1 —
Getting Started with Student Self Assessment

— Part 2 —
Introducing Self Assessment

— Part 3 —
Co-constructing Rubrics

— Part 4 —
Goal Setting & Targets

— Part 5 —
Reading: Helping them know where they are going – using learning targets

— Part 6 —
Reviewing learning

— Part 7 —
Reading: End of Session Strategies

— Part 8 —
Evidencing Learning

— Part 9 —
Reading: Why Blog?

— Part 10 —
Reading: Tips for Getting Started with Blogging

— Part 11 —
Reading: Digital tools for student reflection on and documentation of learning

— Part 12 —
Building Self Assessment Skills

— Part 13 —
More Self Assessment Strategies and Suggestions

— Part 14 —
More Reflection Strategies and Suggestions

— Part 15 —
Module Reflection

Inside You-Ninja: Reducing your workload, increasing student autonomy



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You-Ninja: Reducing your workload, increasing student autonomy

In parallel, before or after activating students as owners of their own learning and participants in planning, implementing and assessing their own learning (self assessment), we can also activate students as resources for each others’ learning. Students are an incredibly important resource in your classroom, and their own learning benefits from engagement in peer assessment.

— Part 1 —
Students as Peer Assessors

— Part 2 —
Introducing Peer Assessment

— Part 3 —
Skills for accepting feedback

— Part 4 —
Being 'meta' to Peer Assessment

— Part 5 —
Peer assessment strategies and processes

— Part 6 —
Peer Critique explained

— Part 7 —
Reading: Thinking for Themselves

— Part 8 —
Organising for Peer Assessment

— Part 9 —
And teachers need peer feedback too

— Part 10 —
Module Reflection

Inside Go-Ninja: Talking about learning and achievement, powering up with your students



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Go-Ninja: Talking about learning and achievement, powering up with your students

We know that learning is a social process; that we construct meaning in dialogue and social interaction. Assessment and effective feedback processes also require dialogue. In this module we will explore some ways to support your students to use dialogue effectively and the kinds of questions that will support effective thinking and reflection.

— Part 1 —
All about Effective Assessment Talk

— Part 2 —
Introducing Effective Assessment Talk

— Part 3 —
Supporting Students

— Part 4 —
Sharing the Language of Assessment

— Part 5 —
Keep it simple - Just ask them!

— Part 6 —
Classroom culture

— Part 7 —
Reading: 6 Tips for Developing a Learning Culture in your Classroom

— Part 8 —
The case for thinking about our questioning skills

— Part 9 —
Questioning

— Part 10 —
Strategic Questioning

— Part 11 —
Productive Struggle

— Part 12 —
Perception Checks

— Part 13 —
Accountable Talk

— Part 14 —
Reading: Hate chatter in your classroom? Here’s why to embrace it

— Part 15 —
Talk starters

— Part 16 —
Verbal Feedback

— Part 17 —
Digital Tools at the centre of dialogue

— Part 18 —
Our own Reflection

— Part 19 —
Where next?

— Part 20 —
Module Reflection

Inside Rku-Ninja: Assessing Literacy with your Ninja Skills



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Rku-Ninja: Assessing Literacy with your Ninja Skills

This module builds on the main ideas from the previous lessons and provides literacy examples and links to illustrate what formative assessment looks like in action. You’ll get more out of this section if you have completed the previous lessons, but the content will stand alone. As always, sharing responsibility with students, co-construction and enabling student voice are key aspects of this lesson.

— Part 1 —
Bringing It All Together

— Part 2 —
Applying what we've learned in a Literacy context

— Part 3 —
Providing feedback in Literacy

— Part 4 —
Reading: To Mark or not to Mark, that is the question

— Part 5 —
Feedback through Marking

— Part 6 —
Using Learning Intentions in Literacy

— Part 7 —
Using success criteria in Literacy

— Part 8 —
Reading: Students-as-Researchers - metacognitive teaching

— Part 9 —
Self assessing in Literacy

— Part 10 —
Peer assessment in Literacy

— Part 11 —
Evidencing literacy learning

— Part 12 —
Effective assessment talk in Literacy

— Part 13 —
In Closing