Standard Five: Assess, provide feedback and report on student learning"What have my students learnt, and how well have they learnt it?" "Focus Areas
5.1- Assess student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.3- Make consistent and comparable judgements Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4- Interpret student data Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice." (AITSL, 2012). |
ReflectionThroughout my placements I have come to find that assessment is a fundamental element of planning a unit of work. I believe teachers must be very clear and explicit when designing the purpose of their assessment pieces and sharing with the students how they will be judged as well as including them in the assessment process as a tool for students to reflect on and monitor their own progress (Churchill et al., 2011). I have learnt that there are a range of methods and tools available to help teachers assess, provide feedback and report on student learning (Marsh, 2008). My evidence displays by ability to categorise these methods and tools into the hierarchy of assessment for, as and of learning.
The assessment and reporting process is something that I feel is an integral part of the journey towards individual student success. I strongly feel that my classroom will utilise a variety of assessment modes to ensure that I am aware of student progress to determine individual learning needs and adjust my teaching practices accordingly. My evidence summarises the framework and approaches that I will endeavour and continue to build my practice around. The Uluru Holiday assessment piece demonstrates my ability to plan and implement assessment pieces that allow students to demonstrate a high level of knowledge in a creative way that incorporates general capabilities. This was achieved by sharing the assessment task with the students and clearly outlining what was expected of them and how they would be judged. In order for the students to be successful, the learning experiences leading up to this task were designed in a way that prepared them for completing the task at a high standard. |
Evidence
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