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Enhancing self assessment and parent involvement through Jing

Tags: Assessment | Effective pedagogy | English | Multimedia – graphics/animation | Multimedia – video | Primary | Upper primary |

St Mary’s Catholic School in Tauranga trialled a system of online reporting that supported student self assessment, and increased parents’ understanding and involvement in formative assessment.

"In our school, e-learning is part of effective cycles of reflection and assessment, involving the wider community. "
eLPF 2014

Assessment for learning

Teachers at St Mary’s wanted to change the way that they reported student achievement in writing. This decision was based on:

  • a school wide focus on writing
  • a desire to develop effective assessment practice
  • a desire for increased parent understanding and involvement in the assessment process
  • assessment research.

Staff decided to report to parents using an online ‘learning story’. This story showcased a student’s written sample and included a recorded conversation between the teacher and student about the work. Parents were invited to leave comments.

They chose to use Jing because it allows users to capture screen images and create short videos of active computer screens with or without sound recordings. It also allows users to share content using instant messaging, email, or social media.  

The new reporting system was built on the understanding that effective assessment should support teaching and learning goals, and involve students.

"In reporting there is a need to consider how to create ‘student voice’ because students, as learners, know the most about their learning. Effective reporting systems will be ones where ‘student voice’ is an integral part of the reporting process."

Taylor-Patel 2009

"Students’ reflection on their own work, in their own voice, with their own intonations and expressions, conveys meaning in a manner which is simply not possible in written form."

Capturing student work and conveying student voice

Teachers scanned and uploaded students’ draft writing samples into a learning story template. Then they conducted and recorded learning conversations with students about their written work, capturing work samples and conversations. During the learning conversation, teachers allowed a dialogue to develop using preplanned questions to prompt the child’s reflective thoughts. These included questions such as:

  • How do you feel about your writing?
  • What part of your writing are you pleased with? Why?
  • What part of your writing do you think you might need help with? Why?
  • How do you want the audience to feel when they read your writing?
  • What other words could you have used for ...?
  • What will you do next?

Outcomes

Using Jing as an assessment system proved to be a very successful strategy for improving assessment practice at St Mary’s, ensuring that information was used both for learning and for partnerships with families. It helped to encourage students to reflect on their own learning processes.

Next steps for the school

  • Continue to develop and recognise the value of reflective conversations as evidence for reporting and assessment.
  • Encourage regular practice of reflective conservations.
  • Develop a school wide structure and model that will facilitate “assessment capable” students, teachers, and parents.

Software types

Find out more about the software types used in this snapshot.

Multimedia – audio/music/sound
Multimedia – graphics/animation
Multimedia – video


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