5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice
5.5 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
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice
5.5 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
Reflection
Assessing and providing feedback is a very important component when it comes to teaching. I believe that this help determines whether the learning goals are being met and if the concept being taught has been absorbed and understood by students. Assessments are also another way to reflect my teaching, as it shows whether students are learning what they are supposed to and if not, I can find better teaching strategies to implement into my teaching. All assessment must be relevant, challenging but yet achievable by students to ensure that I’m not limiting students and encouraging creativity and self-expression.
Variety Of Assessment
Throughout my FPE, I used a variety of assessments in my programs with the focus on the content understanding and the use of content knowledge towards assessments and tasks. I knew that the assessments created had to be rich and engaging that tested student understanding. A variety of assessments were used to give all students to opportunity to express what they know in different ways, with these results I was able to grade the students and have an overview of where each student was at.
The Math focus for the term was money and time, the first 5 weeks of term 2 focused on money and then time for the other half of the term. Before the lesson begun, the students were to complete a pre-assessment worksheet, this allowed me to see where each students understanding of each concept was before going forward. With the results of the pre-assessment I was able to group students by ability and this formed the three different groups in maths from lower, middle and upper abilities. Once a week we would have a specialty Maths teacher come into the classroom, and this was where the maths ability groups would go off and work on the concepts, strategies and misconceptions they had during the pre-assessment. Each group had different focuses in money and time, the activities and assessments during this time were created to suit the groups ability but also challenging at the same time. With this, I had asked each group teacher to report back at the end of each lesson, where I had taken notes on what worked, what didn’t and what needed improvement. I found that having that pre-assessment in the beginning really helped with the planning process. I then had them do the same assessment at the end of the 5 weeks to see how much students understood and if there were any improvements.
When time was taught in the seconds half of the term, my mentor teacher had made an observation that majority of the students needed a little more time on one of the concepts, so we decided together that we would use one lesson a week for Maths to focus and revisit this specific concept to help further their understanding and move on.
I found that having a variety of assessments whether it be written or orally, is effective when students are able to develop and improve on the concept being taught. Having that pre-assessment in the beginning and them repeated at the end again really helped with determining where the students are at but also their achievement. I also took the assessments as whether it was too challenging for students or if it was challenging enough and achievable. I would definitely take this type of assessment into my teaching and explore other assessment strategies along the way.
Assessing and providing feedback is a very important component when it comes to teaching. I believe that this help determines whether the learning goals are being met and if the concept being taught has been absorbed and understood by students. Assessments are also another way to reflect my teaching, as it shows whether students are learning what they are supposed to and if not, I can find better teaching strategies to implement into my teaching. All assessment must be relevant, challenging but yet achievable by students to ensure that I’m not limiting students and encouraging creativity and self-expression.
Variety Of Assessment
Throughout my FPE, I used a variety of assessments in my programs with the focus on the content understanding and the use of content knowledge towards assessments and tasks. I knew that the assessments created had to be rich and engaging that tested student understanding. A variety of assessments were used to give all students to opportunity to express what they know in different ways, with these results I was able to grade the students and have an overview of where each student was at.
The Math focus for the term was money and time, the first 5 weeks of term 2 focused on money and then time for the other half of the term. Before the lesson begun, the students were to complete a pre-assessment worksheet, this allowed me to see where each students understanding of each concept was before going forward. With the results of the pre-assessment I was able to group students by ability and this formed the three different groups in maths from lower, middle and upper abilities. Once a week we would have a specialty Maths teacher come into the classroom, and this was where the maths ability groups would go off and work on the concepts, strategies and misconceptions they had during the pre-assessment. Each group had different focuses in money and time, the activities and assessments during this time were created to suit the groups ability but also challenging at the same time. With this, I had asked each group teacher to report back at the end of each lesson, where I had taken notes on what worked, what didn’t and what needed improvement. I found that having that pre-assessment in the beginning really helped with the planning process. I then had them do the same assessment at the end of the 5 weeks to see how much students understood and if there were any improvements.
When time was taught in the seconds half of the term, my mentor teacher had made an observation that majority of the students needed a little more time on one of the concepts, so we decided together that we would use one lesson a week for Maths to focus and revisit this specific concept to help further their understanding and move on.
I found that having a variety of assessments whether it be written or orally, is effective when students are able to develop and improve on the concept being taught. Having that pre-assessment in the beginning and them repeated at the end again really helped with determining where the students are at but also their achievement. I also took the assessments as whether it was too challenging for students or if it was challenging enough and achievable. I would definitely take this type of assessment into my teaching and explore other assessment strategies along the way.
Action Plan
During my FPE, I have used and implemented a lot of ICT into my lessons, but I would like to learn more about how to incorporate different ICT and the methods in doing so to continue my learning. I was briefly introduced, to Seesaw by my mentor teacher. Seesaw is an application that allows students to submit work onto, for students to reflect and give feedback on. Students are allowed to view others work and give feedback if that was something you implemented in the reflective process. This application is great as well because parents can have access to their child’s account and view the work they have completed. There are also other applications I would like to explore such as literacy planet, Kahoot and many more.
During my FPE, I have used and implemented a lot of ICT into my lessons, but I would like to learn more about how to incorporate different ICT and the methods in doing so to continue my learning. I was briefly introduced, to Seesaw by my mentor teacher. Seesaw is an application that allows students to submit work onto, for students to reflect and give feedback on. Students are allowed to view others work and give feedback if that was something you implemented in the reflective process. This application is great as well because parents can have access to their child’s account and view the work they have completed. There are also other applications I would like to explore such as literacy planet, Kahoot and many more.
Evidence
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
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This assessment piece on the left was given to the students during a HASS lesson. This was a summative assessment where students had to complete a recorded oral presentation from a convicts perspective. Students had access to what is expected of them and a marking rubric which related to the judging standards for the year level. Having the marking rubric accessible for the students allowed them to strive for a higher grade as they would know what needed to be done to gain that high grade throughout their presentation.
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These documents consist of the three differentiated assessments I created for the math ability groups. With the pre-assessment being conducted and as a summative assessment I created some similar questions that had been in the pre-assessment but I added some challenging but achievable questions that each ability group could complete.
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