Standard Five: Assess, provide feedback and report on student learning
5.1 Assess students learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
At the Friends’ School I assessed a poetry task by using a pro forma which I created. Students had to write a sensory poem about the school’s ‘Peace Garden’. The characters and setting described in the text had to be illustrated. I assessed poetry language, poem structure, descriptive words and poetry devices used. I also assessed how closely illustrations depicted what had been written in the text. This formative assessment feedback tool gave me the opportunity to assess students understanding of the task. The pro forma’s were included in the students’ final portfolio as learning evidence.
At Ross Park I used informal assessment strategies, such as anecdotal observations, to evaluate students use of word strategies and how they implemented new words into sophisticated sentences during their daily Word Study activity. Through my observations I identified the need to revisit the functions of certain homophone words (their, there and they’re) and designed a literacy lesson to revisit the topic.
5.2
Provide feedback to students on their learning
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. During my time at Friends’ in a year 2 class a strategy I used was to give direct feedback to these students during and after a task. Through this experience I learnt it is beneficial for younger students to receive early feedback on work to build a better understanding of a topic or concept. It is also positive reinforcement, which will build students’ confidence and motivation to learn. Written feedback was used when assessing students’ work in my final placement. It provides students with information on their strengths and suggestions on how to develop their skills further. I also assisted my mentor with daily written comments in students’ diaries. |
5.3
Make consistent and comparable judgments
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
During my time at Ross Park I developed a better understanding of the value of using moderation to support the broad assessment of students’ work that is conducted in a consistent and fair manner. I experienced how teachers would meet to discuss individual students’ pieces of work and also observed how teachers assessed and gave feedback on students’ end of year reports by comparing literacy and numeracy work samples which had to meet certain achievement standards. The use of moderation helps evaluate current teaching programs in relation to student learning and indicates how teachers assess students’ work.
I have also been able to make consistent and comparable judgments when questioned by my mentors about student work samples, personalities and behaviour. I have always requested feedback from mentors when having to make a decision in the classroom which I was unsure about and this has helped me develop a good understanding of the most appropriate ways to conduct myself in the classroom environment.
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
During my time at Ross Park I developed a better understanding of the value of using moderation to support the broad assessment of students’ work that is conducted in a consistent and fair manner. I experienced how teachers would meet to discuss individual students’ pieces of work and also observed how teachers assessed and gave feedback on students’ end of year reports by comparing literacy and numeracy work samples which had to meet certain achievement standards. The use of moderation helps evaluate current teaching programs in relation to student learning and indicates how teachers assess students’ work.
I have also been able to make consistent and comparable judgments when questioned by my mentors about student work samples, personalities and behaviour. I have always requested feedback from mentors when having to make a decision in the classroom which I was unsure about and this has helped me develop a good understanding of the most appropriate ways to conduct myself in the classroom environment.
5.4
Interpret student data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
As a prac student I used data received from numeracy pre-tests to predict students’ learning abilities and levels for certain topics and concepts prior to delivering lessons. For a maths group I was teaching at Ross Park, this helped me identify how to group students to maximise their learning potential.
It is important to have assessment folders or journals for individual students such as the ones used during my final placement. These record students’ progression towards achieving the academic requirements at the end of the school year for different subject areas. This evidence identifies what students have understood and where further development is needed, and provides parents with valuable feedback about their students learning and development.
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
As a prac student I used data received from numeracy pre-tests to predict students’ learning abilities and levels for certain topics and concepts prior to delivering lessons. For a maths group I was teaching at Ross Park, this helped me identify how to group students to maximise their learning potential.
It is important to have assessment folders or journals for individual students such as the ones used during my final placement. These record students’ progression towards achieving the academic requirements at the end of the school year for different subject areas. This evidence identifies what students have understood and where further development is needed, and provides parents with valuable feedback about their students learning and development.
5.5
Report on student achievement
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
I assisted my mentor with reports relating to the maths unit I taught during my final placement. This was a good opportunity to develop my report writing skills. A sample of one report is:
“xxx has continuously made improvements with his maths work. He occasionally needs assistance to stay on-task but has shown continued effort in working independently and with his peers. He must continue to develop his skills and take risks with more complex concepts. xxx would benefit from learning his multiplication tables to assist in all areas of maths. He has found fractions difficult, specifically the addition and subtraction of them and needs explicit instruction to complete these tasks. He is capable of identifying and labeling them. xxx needs to make sure that his bookwork is always neat so that he can see where mistakes are made.”
I have also become aware of the importance of creating a student portfolio for each student, which helped me organise important information that needed to be provided to the school, and used for feedback to parents of their students’ achievements. Published work of students work samples as described earlier for the Grade 2 class at Friends’ School, is another strategy I used during my placements as an effective way of reporting on student achievement. This is great visual evidence identifying what learning is taking place in the classroom.
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
I assisted my mentor with reports relating to the maths unit I taught during my final placement. This was a good opportunity to develop my report writing skills. A sample of one report is:
“xxx has continuously made improvements with his maths work. He occasionally needs assistance to stay on-task but has shown continued effort in working independently and with his peers. He must continue to develop his skills and take risks with more complex concepts. xxx would benefit from learning his multiplication tables to assist in all areas of maths. He has found fractions difficult, specifically the addition and subtraction of them and needs explicit instruction to complete these tasks. He is capable of identifying and labeling them. xxx needs to make sure that his bookwork is always neat so that he can see where mistakes are made.”
I have also become aware of the importance of creating a student portfolio for each student, which helped me organise important information that needed to be provided to the school, and used for feedback to parents of their students’ achievements. Published work of students work samples as described earlier for the Grade 2 class at Friends’ School, is another strategy I used during my placements as an effective way of reporting on student achievement. This is great visual evidence identifying what learning is taking place in the classroom.