Student Learning

Curriculum Planning Guidelines – Phase 4: Continuous Monitoring

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Program and student groupings

This phase involves monitoring of student learning on a continual basis as the curriculum plan is being implemented.

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Monitoring program implementation

How to monitor the implementation of programs and the impact they are having on student learning.

  1. Identify some strategic points during the implementation of the program. Strategic points may be:
    • one week into the program when students have a greater sense of what they are learning and have begun to learn something new
    • half way through the program to refine program planning
    • toward the end of the program so that any important learning can be focussed on before moving on to new areas of learning
    • other times as appropriate within the context of the program.
  2. Identify what has been learnt. Ask:
    • What data sources will be used?
    • How will data be collected and analysed?
    • How will students and parents be involved?

    Some strategies to help this process could include:

    • students selecting a piece of work that shows what they have learnt
    • focussed discussions with groups of students
    • an email questionnaire for students and parents to complete
    • teacher analysis of student work.
  3. Reflect
    • What changes did I make to the planned program and why did I make these changes?
    • In making these changes were some important learning opportunities missed?
    • What do I need to do now to make up for this?

    Annotate the plan identifying:

    • what happened
    • what didn't happen
    • what happened that wasn't planned for.

Ask students to reflect on their learning and to provide advice to the teacher on what has worked for them and what hasn't. Reflect on the plan by considering what you would do if you were implementing the plan again.

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Monitoring classroom practice

The 8 questions teachers need to ask themselves: to make sure learning doesn't get lost (PDF - 47Kb)

Download this document by Ron Ritchhart to support the activity below.

Turn these questions into ones that will support you to monitor student learning. For example, change, ‘How do I develop, set and communicate my expectations for thinking to my students?’ to include:

  • have I communicated my expectations for thinking to my students?
  • have I done this for all students?
  • has it made a difference to their learning?
  • how do I know?
  • what actions do I need to take now?
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Moderation of student learning

Assessment Professional Learning Module 5: Making Consistent Judgements

The module on this web page explores approaches to moderation and includes information on:

  • developing consistency of judgements
  • learning how to moderate effectively and efficiently
  • protocols and processes of moderation
  • ommon tasks and using Assessment Maps in the moderation process.