Assessment with intent: Documentation as dialogue

Workshop Overview

How can assessment become a living process that supports learning rather than simply measures it?

This workshop brings together assessment and documentation to help teachers see, interpret, and respond to children’s learning with clarity and intention.

Across three sessions, educators will explore how everyday moments: conversations, play, writing, problem-solving, can become meaningful evidence of understanding. Teachers will learn practical ways to use observation, questioning, and documentation to guide next steps and make learning visible for children and families.

Participants will:

  • Rethink the purpose of assessment through a lens of growth and ongoing learning.
  • Practice using the Notice–Interpret–Respond (NIR) cycle to understand student thinking.
  • Learn how to connect documentation to planning, feedback, and instructional decisions.
  • Create systems for portfolios, learning stories, and classroom evidence collection.
  • Strengthen teacher language and listening to deepen dialogue with students.

    Teachers will leave with practical tools, sustainable routines, and renewed confidence in assessment as an ongoing conversation—one that honors children’s voice, supports instructional decisions, and celebrates learning in meaningful ways.

    *Our workshops are based on the principles of ‘flipped classroom’ and are a combination of synchronous (live teaching through Zoom) learning and asynchronous (pre-reading and home learning) learning. Pre-reading and home learning in between sessions forms the basis of the live session where we explore the workshop material in depth through learning engagements and discussions.*



    • Coming Soon...

    Online

    Category:

    Early Years Primary Years

    Facilitator:

    Kristi Budworth

    Kristi Budworth brings over 30 years of experience in education, with a global perspective shaped by her leadership and classroom roles across international schools. She has led curriculum development through the IB PYP framework with a strong emphasis on play-based learning, inquiry, and conceptual understanding.

    Kristi’s work centers on designing dynamic, responsive curriculum with expertise in emergent curriculum, transdisciplinary planning, and structured literacy grounded in the Science of Reading. A passionate advocate for both the art and science of teaching, Kristi’s areas of specialization include play-based pedagogy, early years leadership, concept-driven curriculum, and coaching new educators. She also facilitates learning on student agency, oracy, and developing future-ready skills through slow and emergent curriculum design.

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    Developed By Kinder Desk