Standard 5: Assess, provide feedback and report on student learning.
5.1 Asses student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
Critical Reflection
Effective teachers consistently assess students’ learning, so they are able to plan appropriate learning tasks that meet the learning needs of all students. Woolfolk and Margetts (2013) state that “assessment is an integral part of teachers’ planning for learning and teaching” (p. 502). Teachers need to use a variety of assessment strategies in order to gain an understanding of the students learning needs (Black, Harrison & Lee, 2003). Artefacts 1, the maths interview and rubric and artefact 2, the literacy unit of work, demonstrate that I have an understanding of a variety of different assessment strategies including formal, informal, diagnostic, formative and summative.
Teachers need to ensure that they provide students with timely and appropriate feedback, so they can identify their strengths and areas for improvement (Yan & Cheng, 2015). In artefact 4, the feedback given on a student’s work, shows that I have an understanding of the purpose of providing students with both timely and appropriate feedback.
Teachers need an understanding of assessment moderation to ensure consistency and fairness when evaluating student learning (Zacharis, 2010). I have displayed this in artefact 1, as the rubric I created can be used to make consistent and comparable judgements about the students’ learning. Interpreting student data helps teachers plan future lessons, as they are able to identify students’ strengths and weaknesses (Kirkup, 2006). This is very beneficial for teachers as they are able to meet the learning needs of all students. Artefact 5, the mathematic interviews, demonstrates my ability to interpret student data, as I had to analyse the data that I collected from both interviews. I then was able to plan maths lessons that address the students’ learning needs. Teachers need to ensure that they have reliable and accurate records of student assessment so they are able to effectively report to parents/carers.
Word Count: 274
References
Black, P., Harrison, C., & Lee, C. (2003). Assessment for learning: Putting it into practice. Retrieved from http://site.ebrary.com.ezproxy1.acu.edu.au/lib/australiancathu/detail.action?docID=10161348
Kirkup, C. (2006). Using assessment information to inform teaching and learning. Education, 34(2), 153-162. doi:10.1080/03004270600670524
Woolfolk, A. E., & Margetts, K. (2013). Educational psychology (3rd Australian ed.). Frenchs Forest, NSW: Pearson Education Australian.
Yan, Z., & Cheng, E. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45(1), 128-136. Retrieved from http://www.sciencedirect.com.ezproxy1.acu.edu.au/science/article/pii/S0742051X14001280
Zacharis, N. (2010). Innovative assessment for learning enhancement: Issues and practices. Contemporary Issues in Education Research, 3(1), 61-69. Retrieved from http://search.proquest.com.ezproxy2.acu.edu.au/docview/196350271?accountid=8194
Evidence
5.1 Asses student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
Critical Reflection
Effective teachers consistently assess students’ learning, so they are able to plan appropriate learning tasks that meet the learning needs of all students. Woolfolk and Margetts (2013) state that “assessment is an integral part of teachers’ planning for learning and teaching” (p. 502). Teachers need to use a variety of assessment strategies in order to gain an understanding of the students learning needs (Black, Harrison & Lee, 2003). Artefacts 1, the maths interview and rubric and artefact 2, the literacy unit of work, demonstrate that I have an understanding of a variety of different assessment strategies including formal, informal, diagnostic, formative and summative.
Teachers need to ensure that they provide students with timely and appropriate feedback, so they can identify their strengths and areas for improvement (Yan & Cheng, 2015). In artefact 4, the feedback given on a student’s work, shows that I have an understanding of the purpose of providing students with both timely and appropriate feedback.
Teachers need an understanding of assessment moderation to ensure consistency and fairness when evaluating student learning (Zacharis, 2010). I have displayed this in artefact 1, as the rubric I created can be used to make consistent and comparable judgements about the students’ learning. Interpreting student data helps teachers plan future lessons, as they are able to identify students’ strengths and weaknesses (Kirkup, 2006). This is very beneficial for teachers as they are able to meet the learning needs of all students. Artefact 5, the mathematic interviews, demonstrates my ability to interpret student data, as I had to analyse the data that I collected from both interviews. I then was able to plan maths lessons that address the students’ learning needs. Teachers need to ensure that they have reliable and accurate records of student assessment so they are able to effectively report to parents/carers.
Word Count: 274
References
Black, P., Harrison, C., & Lee, C. (2003). Assessment for learning: Putting it into practice. Retrieved from http://site.ebrary.com.ezproxy1.acu.edu.au/lib/australiancathu/detail.action?docID=10161348
Kirkup, C. (2006). Using assessment information to inform teaching and learning. Education, 34(2), 153-162. doi:10.1080/03004270600670524
Woolfolk, A. E., & Margetts, K. (2013). Educational psychology (3rd Australian ed.). Frenchs Forest, NSW: Pearson Education Australian.
Yan, Z., & Cheng, E. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45(1), 128-136. Retrieved from http://www.sciencedirect.com.ezproxy1.acu.edu.au/science/article/pii/S0742051X14001280
Zacharis, N. (2010). Innovative assessment for learning enhancement: Issues and practices. Contemporary Issues in Education Research, 3(1), 61-69. Retrieved from http://search.proquest.com.ezproxy2.acu.edu.au/docview/196350271?accountid=8194
Evidence
Unit Title: EDMA310: Mathematics: Learning and Teaching 2
For the first part of this assignment, I had to investigate and evaluate two different types of assessment strategies and their effectiveness. This assignment enabled me to develop an understanding of various assessment strategies and their use and effectiveness in the classroom. One of the assessment strategies, was based on the data collected from a maths interview, which required me to evaluate the student's understanding. The maths interview is a formal and diagnostic form of assessment.
For the second part of this assignment, I had to complete an open task that showed a range of solutions with evidence of deep mathematical reasoning. I then had to create an appropriate rubric for the assigned open task that clearly identifies the range of conceptual knowledge that students may demonstrate through the task.
A rubric is an effective form of assessment that can be used to evaluate student learning. Rubrics are often used as a formative and summative assessment.
Descriptors: 5.1, 5.2, 5.3, 5.4, 5.5
For the first part of this assignment, I had to investigate and evaluate two different types of assessment strategies and their effectiveness. This assignment enabled me to develop an understanding of various assessment strategies and their use and effectiveness in the classroom. One of the assessment strategies, was based on the data collected from a maths interview, which required me to evaluate the student's understanding. The maths interview is a formal and diagnostic form of assessment.
For the second part of this assignment, I had to complete an open task that showed a range of solutions with evidence of deep mathematical reasoning. I then had to create an appropriate rubric for the assigned open task that clearly identifies the range of conceptual knowledge that students may demonstrate through the task.
A rubric is an effective form of assessment that can be used to evaluate student learning. Rubrics are often used as a formative and summative assessment.
Descriptors: 5.1, 5.2, 5.3, 5.4, 5.5
Unit Title: EDLA309: Literacy Education 2
For this assignment I had to plan a literacy unit which had explicit learning intentions. The learning intentions were assessed using a variety of assessment strategies, both informal and formal, such as KWL charts, anecdotal notes, checklists and rubrics. These assessments are then used to provide timely feedback for students to develop new knowledge and understandings.
Descriptors: 5.1 and 5.2
For this assignment I had to plan a literacy unit which had explicit learning intentions. The learning intentions were assessed using a variety of assessment strategies, both informal and formal, such as KWL charts, anecdotal notes, checklists and rubrics. These assessments are then used to provide timely feedback for students to develop new knowledge and understandings.
Descriptors: 5.1 and 5.2
Unit Title: EDFX110: Professional Experience 1
During my first placement round, I witnessed my associate teacher use a variety of different assessment strategies. Two assessment strategies that she used was a reading record and a checklist to assess students' ability to read and their development in reading comprehension. Through this assessment, we can identify and evaluate students' strengths and areas of improvement, and therefore modify our teaching strategies to cater for the individual's learning. Both of these informal assessment strategies can also be used to provide feedback to students and parents, as it is a reliable source of student achievement.
Descriptors: 5.1, 5.2, 5.3, 5.4 and 5.5
During my first placement round, I witnessed my associate teacher use a variety of different assessment strategies. Two assessment strategies that she used was a reading record and a checklist to assess students' ability to read and their development in reading comprehension. Through this assessment, we can identify and evaluate students' strengths and areas of improvement, and therefore modify our teaching strategies to cater for the individual's learning. Both of these informal assessment strategies can also be used to provide feedback to students and parents, as it is a reliable source of student achievement.
Descriptors: 5.1, 5.2, 5.3, 5.4 and 5.5
This is an artefact of a students work that has feedback on it. It is very important to provide students with timely and appropriate feedback so that students know how well they are doing as they learn. When students receive positive feedback it gives students a sense of achievement which motivates them to learn more. Similarly, it is also important to let students know when they have made a mistake, so that they will learn from it and take corrective measures.
Descriptor: 5.2
Descriptor: 5.2
Unit Title: EDMA202: Learning and Teaching 1
This assignment, enabled me to use a well researched assessment interview with two primary school students. This assignment demonstrates my ability to interview students, analyse the data that I collected and report on the insights that I gained about each student's mathematical knowledge, understanding and thinking. It also demonstrates that I am capable of planning maths lessons that address a specific learning need.
Descriptor: 5.4
This assignment, enabled me to use a well researched assessment interview with two primary school students. This assignment demonstrates my ability to interview students, analyse the data that I collected and report on the insights that I gained about each student's mathematical knowledge, understanding and thinking. It also demonstrates that I am capable of planning maths lessons that address a specific learning need.
Descriptor: 5.4