5.1 –Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Assessment is an important component of the teaching and learning cycle. Assessment informs teachers and other key stake holders of what students know and what they need to know. Assessment can take place in many different forms, through informal class observations and questioning to formal in class and standardised tests.
Teachers often use diagnostic assessment to assess students against established benchmarks. This diagnostic assessment is used to develop programs for students that address their learning needs.
Throughout the school year teachers also take part in formative assessment, which is assessment that occurs frequently throughout lessons and units, this is often informal assessment.
At the end of units or topics, teachers also implement summative assessments which aims to assess students overall knowledge of the topic.
Standardised assessment is often implemented in schools. Standardised assessment offers consistent and standard questions and marking guidelines which means that schools in Bourke and Sydney implementing the same assessment will be marked against the same criteria.
Throughout my teaching career, I aim to implement a number of assessment strategies, utilising both formal and informal assessment. I will use this information as a basis for planning lessons that meet the individual needs of students as well as ensuring the assessment is based on curriculum documents.
5.2 – Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Through studying my undergraduate and post graduate course in education, I have developed an understanding of the importance and purpose of providing timely and appropriate feedback to students.
I believe that it is essential that students are provided with feedback on an ongoing basis throughout the lesson, as feedback allows students achievements to be acknowledged as well as for them to see where they need to go next.
By providing students with constructive feedback they are able to improve upon their work to meet their learning goals. By providing feedback to students, teachers are also demonstrating that they care about their students learning and are taking an interest in everyone in the classroom.
Positive and timely feedback can also give students confidence to participate in classroom activities that they may not have had the confidence to do before.
For these reasons I will aim to provide students with positive and constructive feedback that enables them to develop confidence and be guided in their learning.
5.3 – Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
I am under the belief that informal assessment should take place every lesson. This can be through the use of questioning, observation, exit slips, student feedback and lesson evaluation/reflection. I believe that this is necessary so that teachers develop an understanding of the learning that was undertaken in the lesson and where students need to go next. These informal assessment techniques allow teachers to make consistent and comparable judgements of students learning.
These informal assessment techniques should be supported with formal assessment that occurs at various points throughout the school year. This can include formal diagnostic assessment at the beginning of the year, term or unit, work samples throughout the unit, summative and standardised assessment, These forms of assessment should not be implemented every lesson, as this would provide no time for teaching to occur. These forms of assessment should be used in moderation and should be used alongside the everyday informal assessment that teachers use.
The assessment that takes place should form the basis for further learning and be used to examine a students “learning journey” throughout the year. The application and style of assessment should be relevant to the students’ needs and the curriculum being implemented.
Throughout my career I will continue to make comparable and consistent judgements based on assessment implementation.
5.4 – Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Through studying my undergraduate and post graduate degrees, I have learnt about ways to interpret student assessment data to evaluate student learning and modify my teaching practice.
I believe that when interpreting student assessment data, teachers need to look for patterns in the data that will offer insight into students learning, knowledge, ideas and problems. Often from student data, these patterns begin to emerge and teachers can then formulate goals and lessons to work on the problems students may be having.
By interpreting student data, teachers are also able to see what students know and what they may be achieving above and beyond what is required. This data will then inform future planning, as the teacher will be able to implement extension activities for the student.
As a future educator I will interpret assessment data to discover student’s current knowledge and understandings and areas where they may not be grasping the content. This interpretation will be the basis for my lesson plans and will assist me in modifying and improving my teaching practice to ensure that I meet the needs of all my students.
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.
Through my studies I have developed an understanding that it is extremely important to keep accurate and reliable records of student achievement. It is important because student records demonstrate teacher’s ability to cater for the needs of students, it provides information to schools and other key stakeholders about progress, it provides families with information about their child’s learning achievements and it is necessary to demonstrate that the required curriculum is being covered.
It is important that this information is accurate and reliable as it is the basis of which students’ progress is monitored and difficulties are discovered. If this information is not accurate and reliable, then students learning difficulties may go undiscovered or wrongly diagnosed.
It is imperative that student’s achievement is reported to parents and carers as this ensures that productive relationships are formed between the school environment and the home environment, enabling teachers and families to work together to provide each student with the best possible education.
Reporting on student achievement can be instigated in the following ways; telephone conversations, letters, email, informal conversations, half yearly and yearly reports, parent teacher interviews, formal meetings, newsletters and other forms of progress reports.
Assessment is an important component of the teaching and learning cycle. Assessment informs teachers and other key stake holders of what students know and what they need to know. Assessment can take place in many different forms, through informal class observations and questioning to formal in class and standardised tests.
Teachers often use diagnostic assessment to assess students against established benchmarks. This diagnostic assessment is used to develop programs for students that address their learning needs.
Throughout the school year teachers also take part in formative assessment, which is assessment that occurs frequently throughout lessons and units, this is often informal assessment.
At the end of units or topics, teachers also implement summative assessments which aims to assess students overall knowledge of the topic.
Standardised assessment is often implemented in schools. Standardised assessment offers consistent and standard questions and marking guidelines which means that schools in Bourke and Sydney implementing the same assessment will be marked against the same criteria.
Throughout my teaching career, I aim to implement a number of assessment strategies, utilising both formal and informal assessment. I will use this information as a basis for planning lessons that meet the individual needs of students as well as ensuring the assessment is based on curriculum documents.
5.2 – Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Through studying my undergraduate and post graduate course in education, I have developed an understanding of the importance and purpose of providing timely and appropriate feedback to students.
I believe that it is essential that students are provided with feedback on an ongoing basis throughout the lesson, as feedback allows students achievements to be acknowledged as well as for them to see where they need to go next.
By providing students with constructive feedback they are able to improve upon their work to meet their learning goals. By providing feedback to students, teachers are also demonstrating that they care about their students learning and are taking an interest in everyone in the classroom.
Positive and timely feedback can also give students confidence to participate in classroom activities that they may not have had the confidence to do before.
For these reasons I will aim to provide students with positive and constructive feedback that enables them to develop confidence and be guided in their learning.
5.3 – Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
I am under the belief that informal assessment should take place every lesson. This can be through the use of questioning, observation, exit slips, student feedback and lesson evaluation/reflection. I believe that this is necessary so that teachers develop an understanding of the learning that was undertaken in the lesson and where students need to go next. These informal assessment techniques allow teachers to make consistent and comparable judgements of students learning.
These informal assessment techniques should be supported with formal assessment that occurs at various points throughout the school year. This can include formal diagnostic assessment at the beginning of the year, term or unit, work samples throughout the unit, summative and standardised assessment, These forms of assessment should not be implemented every lesson, as this would provide no time for teaching to occur. These forms of assessment should be used in moderation and should be used alongside the everyday informal assessment that teachers use.
The assessment that takes place should form the basis for further learning and be used to examine a students “learning journey” throughout the year. The application and style of assessment should be relevant to the students’ needs and the curriculum being implemented.
Throughout my career I will continue to make comparable and consistent judgements based on assessment implementation.
5.4 – Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Through studying my undergraduate and post graduate degrees, I have learnt about ways to interpret student assessment data to evaluate student learning and modify my teaching practice.
I believe that when interpreting student assessment data, teachers need to look for patterns in the data that will offer insight into students learning, knowledge, ideas and problems. Often from student data, these patterns begin to emerge and teachers can then formulate goals and lessons to work on the problems students may be having.
By interpreting student data, teachers are also able to see what students know and what they may be achieving above and beyond what is required. This data will then inform future planning, as the teacher will be able to implement extension activities for the student.
As a future educator I will interpret assessment data to discover student’s current knowledge and understandings and areas where they may not be grasping the content. This interpretation will be the basis for my lesson plans and will assist me in modifying and improving my teaching practice to ensure that I meet the needs of all my students.
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.
Through my studies I have developed an understanding that it is extremely important to keep accurate and reliable records of student achievement. It is important because student records demonstrate teacher’s ability to cater for the needs of students, it provides information to schools and other key stakeholders about progress, it provides families with information about their child’s learning achievements and it is necessary to demonstrate that the required curriculum is being covered.
It is important that this information is accurate and reliable as it is the basis of which students’ progress is monitored and difficulties are discovered. If this information is not accurate and reliable, then students learning difficulties may go undiscovered or wrongly diagnosed.
It is imperative that student’s achievement is reported to parents and carers as this ensures that productive relationships are formed between the school environment and the home environment, enabling teachers and families to work together to provide each student with the best possible education.
Reporting on student achievement can be instigated in the following ways; telephone conversations, letters, email, informal conversations, half yearly and yearly reports, parent teacher interviews, formal meetings, newsletters and other forms of progress reports.