Standard 5- Assess, provide feedback and report on student learning
PROFESSIONAL PRACTICE
PROFESSIONAL PRACTICE
Standard 5 relates to the assessment and reporting of student learning. It is important to provide consistent, comparable judgments to report on student achievements accurately. Effective assessment practices will inform future learning experiences and produce reliable learning records.
Focus Area
Standard 5.2
The Purpose of Providing Timely and Appropriate Feedback to Students.
Standard 5.3
Assessment Moderation and its Application to Support Consistent and Comparable Judgement of Student Learning
Standard 5.4
Interpret Student Assessment data to Evaluate Students Learning and Modify Teaching Practice.
Standard 5.5
Range of Strategies for Reporting to Students and Parents/Carers and the Purpose of keeping Accurate and Reliable Records of Student Achievement
SITUATION: It is important that teachers use a range of assessment strategies to assess students' learning development and abilities. It is also important that these strategies are effective, as one of the main reasons for assessment is as teachers we want to know whether our teaching is successful and students are grasping concepts(McInerney & McInerney, 2012). Throughout my internship, I aimed to incorporate a range of assessment strategies such as formal and informal observations, diagnostic, formative and summative assessments throughout the year so far.
ACTION: In both of my internship classes, I was entrusted with Mathletics program for the year. Thus I had to assess students achievement based on their performance in the tasks, assign new tasks according to the learning ability of the students, locate ares of weakness, plan new learning activities targeting the areas of weakness.and keep a record. During term 4, I was also required to provide the Teachers with ongoing progress reports for exiting students.
To provide progress reports for Literacy in IEC, I made use of observational notes, formative and summative assessments and classroom activities. Outcomes were judged against the EAL/D progress maps of the IEC. Writing Samples of students for different genres were used to assess their literacy skills. All of the data gathered from formative assessment was used for summative assessment for exiting students.
OUTCOME: I successfully compiled end of year reports for exiting students following the IEC progress maps describing the exact language and numeracy level the child has attained.
Evidence 5.1
ACTION PLAN:
To improve my assessment strategies I will look into academic literature to further my understanding and knowledge on effective assessment practices. I would also like to improve on the feedback that I provide students with by learning to become a lot more specific. I would also like to the requirements of making consistent and comparable judgements through common assessment tasks and moderating across year levels, while also moderating against my own bias in my own assessment. Additionally, I plan to continue to reflect on the progress that both the students and I make because when applied to deciding how best to perform immediately, reflection becomes an integral element of thoughtful action (McNiff and Whitehead, 2012).
To improve my assessment strategies I will look into academic literature to further my understanding and knowledge on effective assessment practices. I would also like to improve on the feedback that I provide students with by learning to become a lot more specific. I would also like to the requirements of making consistent and comparable judgements through common assessment tasks and moderating across year levels, while also moderating against my own bias in my own assessment. Additionally, I plan to continue to reflect on the progress that both the students and I make because when applied to deciding how best to perform immediately, reflection becomes an integral element of thoughtful action (McNiff and Whitehead, 2012).