Standard 5 - Assess, provide feedback and report on student learning
Final Practical Experience
2018 Term 3
5.1 - Assess Student Learning
Situation: During my final practical experience I completed a number of assessments with the students in order to check their level of understanding on a range of topics. These mainly consisted of formative assessments such as observations, anecdotal notes, checklists, student votes, brainstorming, using small whiteboards, etc. After we finished each unit of work we would also complete a summative assessment and create a piece of work for their individual portfolios.
Action: Throughout the term I taught a range of different numeracy concepts to the students, some of these were addition, subtraction and measurement, in particular length, mass and capacity. We would focus on these learning areas for approximately 2 weeks, completing formative assessments during and a summative assessment at the end.
The formative assessments consisted mainly of observations and a checklist. During the math rotations, either the educational assistant or myself would sit at a particular table and complete a simple checklist on the concepts that were being explored. We could then use this checklist to see which students needed some more help and could group them to provide assistance accordingly.
Action: Throughout the term I taught a range of different numeracy concepts to the students, some of these were addition, subtraction and measurement, in particular length, mass and capacity. We would focus on these learning areas for approximately 2 weeks, completing formative assessments during and a summative assessment at the end.
The formative assessments consisted mainly of observations and a checklist. During the math rotations, either the educational assistant or myself would sit at a particular table and complete a simple checklist on the concepts that were being explored. We could then use this checklist to see which students needed some more help and could group them to provide assistance accordingly.
The summative assessments consisted of a page from the student’s individual Maths Plus assessment book and the creation of a piece of work for their portfolios. These final pieces of assessment were able to determine the students level of understanding and will be used next term to inform my mentor of which students need more work on particular concepts.
Outcome: By completing a range of different assessments, formative throughout a unit of study and summative at the end of a unit of study, I was able to gain an insight into the student’s levels of understanding. I then used this knowledge to inform myself of which students knew the content and which students needed some extra help or more time before moving on. This allowed me to continually adapt my lesson plans and activities so that they suited the learning needs of each student.
Future Action Plan: In my future teaching career I plan to use these strategies, as well as a range of others when assessing student understanding. I also intend to continue learning about formative, summative, diagnostic, formal and informal assessment through research and professional development, with aims to implement these into my teaching.
Future Action Plan: In my future teaching career I plan to use these strategies, as well as a range of others when assessing student understanding. I also intend to continue learning about formative, summative, diagnostic, formal and informal assessment through research and professional development, with aims to implement these into my teaching.
5.5 - Report on Students Achievement
Situation: The classroom in which I was placed used a number of different methods to report student learning to their parents and caregivers. The main two strategies that were used was the sharing of student’s work and assessments on each individuals Class Dojo stories, as well as the creation of a work portfolio for each student.
Action: I posted on Class Dojo a number of times throughout my practical experience, sharing the student’s achievements and reporting on their learning, both as a whole class and at the individual level. The students’ parents and caregivers, as well as my mentor and EA, the head of primary and the principal could see these posts.
Throughout the term students also created a number of work samples for their portfolios. These work samples usually consisted of a craft task that incorporated and aimed to demonstrated the students understanding of the concepts we were working on at the time. The work samples were constructed during the final lesson of each topic and placed in the student’s individual portfolio folders.
Outcome: Posting the students work on Class Dojo was an extremely effective method of reporting learning to parents and caregivers. They were able to easily view, save and comment on these posts from their phones. The content posted on Class Dojo can also be seen by leaders throughout the school, giving them the opportunity to see what the students have been learning and working on in class.
Portfolios are also an extremely effective method for clearly demonstrating students learning and their understanding of specific concepts. These work samples are straightforward and are lasting examples of the students understanding at the time.
Future Action Plan: I feel that the creation of work sample portfolios and the use of a communication application such as Class Dojo are great methods of reporting student achievement to parents and caregivers. I plan to use both of these strategies in my future teaching career, as well as continue to learn about and develop other strategies.
Evidence: Attached below are some of the assessments that were shown to parents and caregivers through Class Dojo.
Action: I posted on Class Dojo a number of times throughout my practical experience, sharing the student’s achievements and reporting on their learning, both as a whole class and at the individual level. The students’ parents and caregivers, as well as my mentor and EA, the head of primary and the principal could see these posts.
Throughout the term students also created a number of work samples for their portfolios. These work samples usually consisted of a craft task that incorporated and aimed to demonstrated the students understanding of the concepts we were working on at the time. The work samples were constructed during the final lesson of each topic and placed in the student’s individual portfolio folders.
Outcome: Posting the students work on Class Dojo was an extremely effective method of reporting learning to parents and caregivers. They were able to easily view, save and comment on these posts from their phones. The content posted on Class Dojo can also be seen by leaders throughout the school, giving them the opportunity to see what the students have been learning and working on in class.
Portfolios are also an extremely effective method for clearly demonstrating students learning and their understanding of specific concepts. These work samples are straightforward and are lasting examples of the students understanding at the time.
Future Action Plan: I feel that the creation of work sample portfolios and the use of a communication application such as Class Dojo are great methods of reporting student achievement to parents and caregivers. I plan to use both of these strategies in my future teaching career, as well as continue to learn about and develop other strategies.
Evidence: Attached below are some of the assessments that were shown to parents and caregivers through Class Dojo.
Final Practical Experience
2018 Term 1, Weeks 1 & 2
As my EDN4100 practical experience took place over the first two weeks of the school year, there was not a great deal of reporting and learning assessment that took place. However, I did assist in the some of the initial diagnostic assessment that occurred.
Some of the diagnostic assessment tasks that were used in order to gain an understanding of the students prior levels of learning are displayed below. These forms of diagnostic assessment were used to begin grouping students into learning levels and abilities.
Some of the diagnostic assessment tasks that were used in order to gain an understanding of the students prior levels of learning are displayed below. These forms of diagnostic assessment were used to begin grouping students into learning levels and abilities.
Substandards:
5.1 - Assess Student Learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
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.
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 students data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5 - Report on students 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.
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
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.
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 students data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5 - Report on students 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.