Pedagogy and Practice

Project Data:
Linking Formative Assessment and Improved Student Learning

In line with the College’s investment in the professional learning courses presented by Dr John DeCourcy, St Andrews teachers are moving forward into an ever increasingly data-informed model of tracking student learning progress.

This is very much aligned to our commitment to providing effective continuous formative assessment in order to generate learning gains that exceed expectations. In terms of process, there is little to distinguish an effective formative assessment tool from an effective learning task. Quite often they are one-and-the-same. The key to practicing highly effective formative assessment is to structure learning programs in such a way that the learning tasks become the assessment items. 

St Andrews teachers are highly proficient at incorporating these strategies into their learning and assessment programs. It is in this way that we achieve assessment as learning and assessment for learning. If we can measure it, we can improve it.

By adopting sophisticated learning analytics based on observed student outcomes, we are able to better personalise the learning experience for every student. Continual formative assessment provides students and teachers with continual feedback. This type of data is highly effective feedback and it is this feedback that guides progress in learning.

Quoting Dr DeCourcy, “Without data I’m just another person with an opinion.” The teachers at St Andrews are experts in utilising the range of available data so that they are best placed to extend the learning gains of every student in their care.

Mr Paul Haras
Pedagogy and Practice