Masterclasses

Masterclass 1: Using assessment to develop student self-regulated learning

Friday 26 August 9.00 am – 1.00 pm
Led by Katie Richardson and Fabienne van der Kleij

In this Masterclass, participants will be shown how assessment can be used to develop student self-regulated learning. We examine self-regulated learning and its links with assessment. Participants will reflect on the role of metacognition and motivation in learning and develop capability in supporting students to set goals, seek help, respond to feedback and use self-assessment. We discuss co-regulated learning in relation to classroom and peer-assessment. Participants will collaborate with each other to design and evaluate strategies for developing self-regulated learning in students and investigate how these strategies strengthen the foundations for life-long learning. The presenters will review learning progressions and show how understanding and identifying them supports the development of self-regulated learning.

After this Masterclass, participants will be able to:

  • evaluate factors that enable self-regulated learning to be developed 
  • appraise strategies to help students develop self-regulated learning to inform decisions around learning, teaching and assessment investigate and use tools, such as checklists, rubrics, progressions and exemplars, in supporting student self- and co-regulated learning 
  • collaborate with colleagues to optimise strategies for developing student self- and co-regulated learning.

Register

 

Masterclass 2: ACER's Learning Progressions

Monday 29 August 9:00am – 1:00pm
Led by Charlotte Waters, Prue Anderson, Ross Turner, Sandra Knowles, Dara Ramalingam, Stavroula Zoumboulis and Kat McGill, ACER

A learning progression (LP) is a description of growth in an area of learning. Following the 2018 release of David Gonski’s Through growth to achievement: Report of the review to achieve educational excellence in schools, LPs have attracted considerable attention in Australia. They have also attracted attention internationally, particularly in the United States.

ACER has developed LPs for reading and mathematics. They have been developed by drawing on items and data from a range of assessments. They are also informed by research on learning and by the experiences and observations of teachers.

In this half-day masterclass, we will work with ACER’s LPs for reading and mathematics. The session is divided into two parts. In part 1, participants review the theoretical background, development and intended uses of ACER’s LPs. In part 2, participants break out into their preferred groups with a focus on either reading or mathematics. Each group will undertake guided activities, either working individually or in smaller groups. The activities will involve:

  • exploring how ACER’s LPs define reading and mathematics and represent attainment and growth in these learning areas
  • exploring how ACER’s LPs can be used to measure attainment and monitor growth
  • using ACER’s LPs to plan lessons that can cater for a range of levels of learning attainment within the same classroom
  • using ACER’s LPs as the basis for formulating useful feedback about learning attainment and learning growth for students and parents.

ACER’s LPs continue to evolve. By participating in this masterclass, you will work with the most current versions of reading and mathematics LPs. In addition, you will be invited to join our community of people who contribute to the evaluation and refinement of these versions.

Register

All ACER masterclasses are mapped to the Australian Professional Standards for Teachers, and where applicable, the Australian Qualifications Framework.