Bradley
Disley
Standard 5 - Assess student learning.
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Focus Area: 5.1 Support student participation.
Graduate Descriptor: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
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Elaboration: Teachers need to understand the assessment strategies used in the assessment of student learning. Assessment of learning is diagnostic and identifies prior knowledge, or the zone of proximal development. Assessment as learning is formative and confirms acquired knowledge, and future directions for learners. Summative assessment are usually high-stakes and involve a standardised grade at the end of unit. Formative assessment is most effective in collaboration, and improving student efficacy.
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Evidence Description: The evidence I have included for this standard is comments from my mentor teachers relating to how I used assessment strategies to plan my tasks, and assessment items, consistent with school timeline requirements. The units I planned and assessed corresponded with end of term reports, my mentor included these in the summative grades and comments for my students. I have also included a de-identified class list of the grading system I used for the whole unit of work.
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Evidence Supplied: Professional Experience and Reflection 1 and 2 combined final report. pg 1 and 2 Mentor teacher comments. (click to expand)
Example of a de-identified assessment sheet created for year 8 movie making.(click to expand)
Focus Area: 5.2 Provide feedback to students on their learning.
Graduate Descriptor: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
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Elaboration: Teachers need to provide timely feedback to students to ensure they are on target. Feedback can be verbal, non-verbal gestures or written assessments. Providing feedback allows students to identify what can be improved in the future. If the feedback is timely it can prevent students from missing opportunities to learn, and achieve more satisfying grades.
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Evidence Description: The evidence displayed for this standard is a rubric I used for student feedback during the movie making unit. This student created an excellent storyboard and movie with a partner, but had failed to hand in evaluation. I placed a blue spot sticker indicating this could still be handed in, and the evaluation amended to improve on an incomplete grade. This timely feedback reminded the student work was outstanding, which provided the opportunity to complete it, learn and improve academic results. Individual comments are important for students to confirm their standards, and levels of achievement. Stickers are fun too.
Evidence Supplied: De-indentified rubric used for student feedback in the movie making unit. (click to expand)
Focus Area: 5.3 Make consistent and comparable judgements.
Graduate Descriptor: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
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Elaboration: For teachers to able to understand assessment moderation and its application to support consistency they must be aware of the South Australian Certificate of Education (SACE). SACE operate in two stages and offers samples of students work to ensure assessment decisions are consistent with performance standards for each subject.
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Evidence Description: The evidence I have included for this standard is the links to the two stages of the South Australian Certificate of Education (SACE). I have familiarised myself with the processes involved and understand that stage 1 is assessed through the assessments set in the school according to guidelines, whilst stage 2 is moderated through a set of student samples, with 70% of the grade assessed through schools, with the remainder through SACE confirming the teachers interpretation of the performance standards.
Evidence Supplied: Knowledge and understanding of the South Australian Certificate of Education (SACE) process, including links to the stages.
Focus Area: 5.4 Interpret student data.
Graduate Descriptor: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
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Elaboration: Teachers need to interpret student assessment data to check if skills or knowledge has been attained. This can be achieved formally or informally. Informal assessment could be through observation, conversation or questioning. Using a anonymous form allows students discretion and honesty, as a way of providing feedback on learning, and also my teaching practice.
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Evidence Description: The evidence I have supplied to support this standard is a questionnaire I produced for the completion of making chopping boards. My mentor teacher suggested it would be helpful to receive feedback from the students. The first question clarified what students liked about other students work they saw around them. The second informed what they enjoyed about the chopping board project, whilst the third questioned what they would change in future attempts. The last question related to my teaching style and changes I could make to my pedagogies. The questionnaire confirmed that the project was fun and students learnt during this process. It also confirmed for me that my style was approachable and effective relationships had been established.
Evidence Supplied: Examples of a casual anonymous questionnaire which students completed at the end of making chopping boards. (click to expand)
These samples confirm for me that my students enjoyed the tasks, learnt many necessary skills, and that my pedagogy was enjoyable for them.
Focus Area: 5.5 Report on student achievement.
Graduate Descriptor: 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.
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Elaboration: Teachers use a range of strategies to report to different parties. Diagnostic, formative and summative assessments are used for different purposes. Teachers will provide formative assessment to students during lessons to confirm understanding through discussions or simple quizzes. Summative assessments at the end of a term, or unit, may relay information about student learning to both students, and their parents. Accurate and reliable systems must be used to record these achievements to ensure benchmarks are met. Informal assessment relate to judgements about abilities, or development, with instruments, whilst formal assessment is more standardised with scores and students ranking.
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Evidence Description: The evidence I have included for this standard is my mentor comments, and a rubric I developed and used, for feedback to students. Although not directly reporting to parents via an end of term report, I was responsible for most of the terms teaching and assessing, so discussions with my mentors advised them of student feedback and grades for the term report. I provided timely reporting to my students with individual feedback on success and growth, through conversations, written feedback, and rubrics. Cool stickers for good work are fun too.
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Evidence Supplied: Professional Experience and Reflection 1 and 2 combined final report. pg 1 and 2 Mentor teacher comments. (click to expand)
Movie making rubric used to report to students. (click to expand)
