Formative assessment in teaching as inquiry

As we engage in inquiry is to keep our eyes on the prize and be very aware of our inquiry question and theory of outcome. What do you want to achieve? 

Often we see research that is unclear as to the exactly changed in practice and for learners as research describes things in wishy washy terms. We need to very aware of capturing (recording) what we are doing and having informal and formal ways of assessing and monitoring this. 

In inquiry you make lots and lots of choices, changes and moves if you don't record these they are lost and we can not learn from nor can others. Ask the kids to monitor your changes in practice they should be learning a long side you and part of the inquiry process. 

You want to be able to say able that the changes you have made have with in reason been the factors that have impacted upon learning. 

We want to use repeated measures, this might be before, during and after. They should be formative and summative. The Everyday moves are important they inform next steps. Capture and monitor learners and learning.

There is a place for formal check points these would be formalised data. By setting a date you are making sure that you are doing these check points and making sure you capture it. 

You might use a checkpoint to check on of the smaller skills that you are focusing on. 

The information that you are collecting for this should fall out naturally from the intervention. 

Don't forget the kids. Student voice is key.