Slide Presenter Flow
Number
1&2 All Start with a Role Play
Play 1 and 2
SYL Guess what the play is about
Role Play 1: Focus on Marks
1. What was this scene about?
● What mindset did you notice in the teacher and the student?
● What did the student seem to need at that moment?
2. What went wrong in this scene?
● Did the teacher address the student’s learning needs or
emotions?
● How could the conversation have been more supportive and
growth-oriented?
3. What could have been done differently?
● What kind of feedback might have helped the student move
forward?
Role Play 2: Student Voice and Agency
1. What was this scene about?
● What values or behaviors stood out in the interaction between the
students and teacher?
● How did the teacher promote voice, agency, and empathy?
2. What went right in this scene?
● How did the teacher respond to the student’s uncertainty?
● What role did the peer play in supporting learning?
3. What impact do you think this approach would have on students
in the long run?
● How might it affect their confidence, communication, and
collaboration?
3&4 SYL So, in a nutshell, the topic we’re going to be discussing today is
assessment and feedback — how crucial it is in the learning process,
and more importantly, understanding its true purpose.
Assessment is not just about measuring what students know at
the end of a unit or term.
It’s about gathering information — before, during, and after
learning — to better understand what students know, what they’re
struggling with, and how they’re progressing.
It includes tools, tasks, and conversations that help guide
teaching and support learning.
1. This inquiry aims to deepen the understanding and use of assessment to drive
student growth, enhance instructional planning, and foster a reflective learning
A teacher can use exit slips after a lesson to
culture. -
understand what students have grasped and adjust the
next day’s lesson to address gaps- helping both
teaching and learning move forward together
2. By regularly reviewing assessment data teachers can understand
what students need, plan specific support and encourage student
voice and ownership in learning. Ex- focusses or targeted
support encouraging the student to set personal goals
and reflect on their progress.
3. The intended impact is to shift students’ mindset toward
assessment as a PART of LEARNING, not a product—boosting
confidence, reflection, and engagement. - Instead of
GIVING only MARKS, the teacher asks the student to
reflect on what they did well and what they want to
improve. This helps them focus on learning, not just
score
4. It supports all students while promoting collaboration, informed
decision-making, and coherence across curriculum, instruction, and
assessment. - When all teachers use common rubrics checklists across
subjects, students understand expectations clearly feel supported and can apply
more effectively - It supports all students by aligning with the
principles of Universal Design for Learning (UDL) —
offering multiple means of engagement, representation,
and expression - ensuring that every learner can
access, participate in, and progress through their
learning journey.
5. This aligns with school, section, and personal goals of
empowering learners and cultivating a data-driven, reflective
teaching environment. -Ongoing Assessment data helps
teachers to adapt lessons, AND helps students reflect
on their progress and set personal goals — fostering
ownership and meaningful learning.
Not to mention the importance of feedback, which is central to guiding
students toward their goals.
Timely, specific, and actionable feedback helps learners reflect, make
progress, and build confidence in their learning journey.
5 Suraj Sir QR CODE
6&7 Suraj Sir Hypothesis
Based on what was done
Teachers will:
1. Need to ensure there is continual
assessment.
2. Focus more on assessment for
learning rather than assessment of
learning.
3. Provide time in class for student
reflection on improvement in
learning.
4. Primary: how do we have students
reflect when we do not use marks and
do not highlight that the worksheets
provided are assessments?
8 Sahar and Design the Inquiry Process
Archana Singh
9, 10, Evidence of Impact
11, 12, Step 4 – Evidence of Impact: Roshni
13 Step 4 is about evaluating the impact of our teaching strategies and
interventions on student learning and behaviour. We used a blend of both
informal and formal evidence to get a well-rounded understanding.
Informal evidence included exit tickets, student learning journals—where
they reflected using the '2 Stars and 1 Wish' format—photographs of
student math work, peer assessments, and rubrics. These tools helped
capture learning as it happened, in real-time.
On the formal side, we used formative and summative assessments,
teacher and peer feedback, and co-teaching reviews. All these pieces
came together to show whether students were making visible progress in
their target areas, especially as outlined in their SPPs, or Student
Progression Plans.”
To monitor impact consistently, We focused on three key areas.
First, Continuous Measurement: Rubrics helped measure growth over
time. Exit tickets gave immediate feedback on understanding. Reflection
journals were analysed to check for depth of thinking. And co-teaching
observations gave insights into class dynamics.
Second, Evidence of Progress: We observed that students were more
engaged, especially in math, through peer collaboration. Their journals
showed more thoughtful reflection. Students could clearly articulate their
learning goals, and their behaviour started aligning closely with the
targets set in the SVAs
And third, Monitoring Tools: we used the Student Progression Plan to
track focus areas, along with teacher and report comments. Google
Forms helped capture reflections, especially from older grades. Work
samples and recorded oral responses rounded out the data, giving a
complete picture of progress.
This approach ensured that the learning was not only measurable but
also meaningful for each student.
14,15,16 SYL
,17,18
Final Reflections -
As we conclude, let’s
remember that assessment is not
just a tool to measure learning, but a powerful
process to deepen learning.
When we focus on meaningful feedback, student
voice, and continuous reflection, we move closer
to creating a learning environment where growth
is valued over grades.
Our next step is to stay intentional — aligning our practices,
supporting each other, and keeping students at
the center of it all.
Non graded Assignments - Learning Journals: Students maintain journals to document their learning
journey, challenges, and strategies used — encouraging metacognition and ownership of progress.
Exit Slips: Used to capture what students learned, found challenging, or want to explore further —
fostering reflection without the pressure of grades.
Peer Feedback Sessions: Students review each other’s work using success criteria — helping them
reflect on both their own and peers' understanding and approaches.
Draft Submissions: Opportunities to submit work for teacher feedback without grading — focusing on
learning through revision and improvement.
Self-Assessment Checklists: Students assess their own work against rubrics or goals — building
awareness of strengths and areas for growth.
Thinking Routines (e.g., “I used to think… Now I think…”): Promote reflective thinking about how their
understanding has evolved over time.
Goal-Setting Templates: Students reflect on past performance and set future learning targets —
promoting intrinsic motivation and personal accountability.
Portfolio Reviews: Curating a collection of work for reflection on growth over time, rather than isolated
performance on graded tasks.
