Saša Kregar is a biologist, biology teacher and senior consultatant at the National Education Institute of the Republic of Slovenia.
Before becoming a Senior Consultant, she was teaching biology on secondary school for 13 years. She was also part of Subject Testing Committee for the Matura (The National Examinations Centre) appointed for the subjects biology and biotechnology.
Currently she works in the secondary education sector at the National Education Institute of the Republic of Slovenia. Her field of work is the preparation of systemic bases and work on desinging, implementating and updating the secondary school curriculum.
She is also leading a group of consultants on the field of education for sustainable development and global education.
Saša participates in a various groups and projects whose common goal is to introduce formative assessment into the school and to raise the pupil’s voice in classrooms where she carries out numerous workshops for teachers and prepares supporting materials for enhancing formative assessment in teachers daily practice. Since 2020, she has been a member of the international project team Erasmus+: Developing adaptive expertise to foster an effective learning environment. German in primary, secondary and upper secondary level.
Formative Assessment – The Path to Adaptive Expertise
Workshop
Co-presenting with Nina Novak, Nives Markun Puhan, and Suzana Ramšak
The topic of the workshop is the Slovenian model of implementing formative assessment or assessment for learning in everyday classroom practice. The purpose of embedding it will be illustrated by a theoretical frame as well as examples of best practice.
The Slovenian model will be presented through five key elements of formative assessment: learning intentions and success criteria, evidence of learning, formative feedback, questions to support learning,
self-evaluation and- peer evaluation, presenting their role in the process of learning and highlighting the benefits for the teachers and students. The focus will also be on the key strategies of formative assessment, i.e. student participation in creating learning intentions and success criteria, building on students’ prior knowledge, providing effective feedback, peer-learning as a source of learning and teaching, self-evaluation for self-regulation of learning, each including a collection of diverse evidence of learning.
Finally, the Slovenian model of adaptive expertise will be presented, putting the elements and strategies of formative assessment at the very core of inclusive practice.
Contact
e-mail: sasa.kregar@zrss.si
