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The teacher leads a discussion with graduate teachers of assessment strategies and ways to move from theoretical knowledge to practical application in the classroom. The group discusses diagnostic, formative and summative assessment and talks about ways to distinguish between each approach.
The school in which this assessment discourse takes place is in a rural city in South Australia. The principal encourages graduate teachers to apply for positions at the school and ensures their first year is well supported through a mentor program.
  • How do you use diagnostic, formative and summative assessment to assess student learning?
  • What informal and formal processes do you use in the classroom?
  • What support could you provide to less experienced colleagues about assessment strategies?
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Offline packages - Types of assessment