<abstract xmlns="http://www.w3.org/1999/xhtml">

Innovative Learning Pedagogies (ILPs) have given rise to much focus on the pedagogical changes required to ensure students work collaboratively, apply knowledge, create outcomes and communicate these outcomes effectively. One key element that has had much less focus is how students are assessed when working in an Innovative Learning Environment (ILE) and how this assessment information might be communicated to all stakeholders. As a school, we commenced our collaborative inquiry using action research-based Professional Learning to enable us to assess and track students who might not be in our assigned class and reflect upon whether traditional written reports to parents fitted the new pedagogies.
Key findings from collaboration with teachers, students and parents demonstrated the desire for a system of assessment that was online and allowed:
<list list-type="bullet">
<list-item>Higher levels of student voice and agency</list-item>
<list-item>On-going review so that the most current information about achievement and goals was available</list-item>
<list-item>Parents to share in the richness of their child’s learning journey</list-item>
<list-item>A holistic profile of the students, rather than one which purely focussed on academic achievements.</list-item>
<list-item>We believe that the outcomes of this assessment inquiry will have a significant impact on all teaching and learning in our ILEs.</list-item>
</list>
</abstract>

Innovative Learning Pedagogies (ILPs) have given rise to much focus on the pedagogical changes required to ensure students work collaboratively, apply knowledge, create outcomes and communicate these outcomes effectively. One key element that has had much less focus is how students are assessed when working in an Innovative Learning Environment (ILE) and how this assessment information might be communicated to all stakeholders. As a school, we commenced our collaborative inquiry using action research-based Professional Learning to enable us to assess and track students who might not be in our assigned class and reflect upon whether traditional written reports to parents fitted the new pedagogies.
Key findings from collaboration with teachers, students and parents demonstrated the desire for a system of assessment that was online and allowed:

Higher levels of student voice and agency
On-going review so that the most current information about achievement and goals was available
Parents to share in the richness of their child’s learning journey
A holistic profile of the students, rather than one which purely focussed on academic achievements.
We believe that the outcomes of this assessment inquiry will have a significant impact on all teaching and learning in our ILEs.

Assessment within ILP: A journey of collaborative inquiry

Journal of Educational Leadership, Policy and Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

{"article-title":"Assessment within ILP: A journey of collaborative inquiry"}

Innovative Learning Pedagogies (ILPs) have given rise to much focus on the pedagogical changes required to ensure students work collaboratively, apply...

Assessment within ILP: A journey of collaborative inquiry

Publié en ligne: 21 avr. 2019

Pages: 133 - 139

DOI: https://doi.org/10.21307/jelpp-2017-012

Mots clés
Collaborative inquiry, assessment and reporting, innovative learning pedagogies, distributive leadership, developmental action-research

© 2017 Linda Harvie et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Assessment within ILP: A journey of collaborative inquiry

Publié en ligne: 21 avr. 2019

Pages: 133 - 139

DOI: https://doi.org/10.21307/jelpp-2017-012

Mots clésCollaborative inquiry, assessment and reporting, innovative learning pedagogies, distributive leadership, developmental action-research

© 2017 Linda Harvie et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mots clés
Collaborative inquiry, assessment and reporting, innovative learning pedagogies, distributive leadership, developmental action-research