Embedding formative assessment

Isolate the content description

• In many classes, all students will be working towards the same content description and learning goal. 
• Consider how the content description provides flexibility to respond to the diversity of students by offering opportunities for multiple means of engagement, respresentation, action and expression. 
• Where a student has a curriculum adjustment and is working towards an alternative learning goal, apply the same process using a content description aligned to their current learning. Maintain connections to the shared content or lesson context so the student can participate in learning alongside their peers.

Establish the entry point

• The entry point is the specific aspect of the content description selected as the focus for formative assessment at this point in the learning sequence. 
• While a shared learning goal is preferable where possible, some students may require alternative learning goals aligned to their individualised learning plans.

Tailor a design

• Ensure the formative assessment design enables all students to access, respond to, and show their learning.
• Proactively recognise and remove barriers without changing the learning focus.

Access

• Ensure assessment allows students to demonstrate what they know, understand and can do. Provide students with opportunities to apply or extend their thinking.

Respond

• Plan how students will respond. Consider providing multiple ways for students to demonstrate their learning (e.g. oral, written and/or visual).

Capture evidence

• Evidence may be collected using a common approach for all students or through varied response options. These options should support all students to clearly demonstrate their learning.

Review the evidence

• Look for patterns in evidence to identify students who are working towards the intended learning, demonstrating the intended learning, or showing a deeper understanding beyond the intended learning.

Draw inferences

• Consider whether any student responses indicate that a barrier may have impacted their ability to access the task or express their learning. Where needed, check learning in another way to confirm the evidence reflects what the student knows, understands and can do.

Adjust teaching

• Provide targeted support and scaffolds and/or modify pacing as required.
• Extend learning by increasing complexity, applying learning in new contexts, and/or making connections across ideas within the same content.
• Consider movement beyond the year level only where it aligns with a student’s broader learning program and ongoing evidence of readiness.