Action+Research+Context

As indicated by my title, my action research involves studying the journey towards the effective use of formative assessment practices by teachers and school leaders. Current research (see page 4) discusses the crucial link between quality formative assessment practices and the planning and delivery of engaging teaching and learning experiences. Moreover, the use of such assessment data can be used by school leaders to inform resourcing, staffing and budgeting decisions, enabling the very best learning outcomes for all students. This page outlines **…my journey thus far. ** Having experienced success with using On Demand Testing to generate Learning As and For conversations with teachers, my action research initially centred around looking at the effect that this program had on assessment practices within a network of schools, (see slideshow below). After presenting to school leaders at a regional network meeting, I circulated a survey (see below) and the results showed that this program was being used by most schools. However, the feedback from principals (both survey and anecdotal) centred around the following themes: · How to support teachers to use a range of assessment tools, including using, (and valuing) DEECD assessment tools, and interpret the data generated. · How to build the capacity of staff to //really// use assessment data to inform their planning for teaching and learning. · How to improve the ‘value-added’ of all students using assessment data.
 * ‘The journey towards formative assessment practices.’ **

This led me to a change in focus, as it became evident that teachers were administering On Demand tests, but needed support in analysing and interpreting the data. This was partly supported in the empirical article I reviewed first semester, from New Zealand (see wiki page 3: Parr and Timperley, 2008) which concluded that building the capacity of teachers to analyse and interpret data did not necessarily translate to improved student learning outcomes. There appeared to be a missing step in the process of //using// assessment data to //inform// practice. This has continued to remain a theme in the reading I have done thus far (see page 3). Moreover, my region has decided to work with Professor Patrick Griffin (Assessment Research Centre University of Melbourne) around data-driven professional learning conversations. Following an opportunity to present to Professor Griffin and his research team about my assessment research thus far, I established a new action research focus involving how to build the capacity of Team Leaders to facilitate robust formative assessment conversations within their teaching teams, including the development of targeted interventions within these teams, and shared accountability for the ‘value-added’ of all students. My role as a Teaching and Learning coach has enabled me the opportunity to begin to work with teachers in this capacity (see photos on page 11) as well as look at what is currently used by teachers in this area.