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LIVE WEBINAR: How can we use e-tools purposefully for assessment of literacy in a primary setting?

In the e-Learning Planning Framework | Teaching and Learning dimension, the Assessment strand looks at,

 "How technologies are used to monitor, review and evaluate the impact of teaching on student achievement in ways that reflects our bi-cultural heritage.”

In an upcoming Enabling e-Learning LIVE event, Jill Hammonds and Mary-Anne Murphy will be looking at how important formative assessment practices are to help benefit students - with a particular focus on using e-tools to capture their learning. 

They ask, 

  1. What data are you currently collating on/around student learning within your Literacy programme (diagnostically, formatively and summatively?)
  2. How do you identify what data to collate?
  3. How are you collating this data?
  4. How consistent and targeted are your practices around data collation?
  5. To what extent are students actively involved in this process?
  6. To what extent are you and the students using this data to inform next learning steps and teaching practices?
  7. To what extent are you utilizing e-tools to assist with the formative collation of data to show student progress?
Data on mobile device

If this sounds like you, then you’ll enjoy this practical workshop, which will unpack e-tools in context, while leaving you with some specific strategies (templates) for making overall teacher judgments (OTJs) in writing, reading and maths.

We’d also love to hear what you’re doing with assessment using e-learning tools as well, so register HERE for FREE!


  • Tessa Gray

    Here is Dylan Wiliam talking about feedback on learning (formative assessment) in today's webinar:

  • Tessa Gray

    Yesterday, Jill Hammonds and Mary-Anne Murphy delivered a jam-packed webinar on ways to collect/collate formative feedback using e-tools in literacy. They also touched on ways to organise and archive student learning digitally and shared examples of these processes.

    During the webinar, three Google doc templates were shared - that make particular references to digital evidence - as part of Overall Teacher Judgements (OTJs) for writing, reading and numeracy.

    Feel free to download their presentation here and look through the e-tools and examples at your own leisure. You might also be interested in watching the whole webinar in this recording.

    During the webinar, one of the participants asked for question starters in learning conversations that help tp add some rigor to the feedback process. Mary-Anne has shared this reading, ‘How do they walk on hot sand?’ Using questions to help pupils learn, which talks about key factors in effective questioning that promotes dialogue around learning.

    Mary-Anne has also used the following 'assessment for learning' questions with students, which you may also find useful.

    • What do you think you are learning?
    • Why do you think you are learning this?
    • How will you know you have learnt it?
    • What do you think you need to do now to get better at …/ improve your learning in…?
    • How do you think you learn?
    • So what happens at school/in your class that helps you to learn? (I noticed your teacher x, why do you think they did this?)
    • How do the comments your teacher makes about your learning help you?
    • When you are learning, how do you think talking about your learning helps you to think?


    Another participant also asked if anyone uses learning stories to demonstrate learning as digital evidence and has offered this resource as well: http://www.throughdifferenteyes.org.nz/

    Are there any examples you’d like to share as well?

    For more ideas and examples, check out the Blended e-Learning literacy group in the VLN.