5.1 Assess student learning
Graduate-level: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
The evidence that shows how I met this standard at a graduate level is the lesson plan and evaluation form I wrote for the maths lessons. As shown in the junior primary example, I played the game ‘last number standing’ with children to reinforce and strengthen children’s understanding of place value. It was an excellent game that encouraged children to work as individuals by deciding whether their number met the conditions. Assessment strategies I used in another math lesson related to 3D shapes were a worksheet (sides, faces, corners) and a hands-on activity. Children were asked to use matchsticks and playdough to make 3D shapes and filled in the worksheet by referring to the shapes they made. This developed children’s problem-solving skills and encouraged children to find the answer by themselves through authentic experience. It is evident that I applied both informal and formal assessment strategies to test children’s learning abilities regarding their understanding and knowledge of place value and 3D shapes. I’ve attached the lesson plans, worksheet and photos of activities below.
Reference
Bell, SM & McCallum, RS 2016, ‘Using informal and formal assessment data to inform teaching’, 2nd edn, Routledge, New York.
Drake, J 2013, Planning for children's play and learning: meeting children’s needs in the later stages of the EYFS, Routledge, Florence.
Evidence 5.1: Lesson plan and evaluation forms
5.3 Make consistence and comparable judgement
Graduate-level: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
The evidence demonstrates my understanding of assessment moderation and its application to support the consistent and comparable judgement of student learning. During the group meeting, I actively participated and provided my opinions on the topic as well as developed my understanding of the school assessment and moderation policies. I believe that there is no ‘one-size-fits-all’ assessment approach that could judge student learning. I have attached the Harrison Writing Assessment and Moderation Tool I used in the group meeting. The marking criteria allow teachers to assess and compare students' writing abilities among eight aspects (spelling, ideas, punctuation, sentence structure, text structure, vocabulary, editing and handwriting). It is effective when teachers choose and A, B, C, D and E students from each year level and annotate their work. Teachers can compare and discuss with other teachers allocation of A-E. However, in an attempt to make a more accurate judgement of student learning, I believe we should collect data from various sources.
Reference
Duplass, JA 2006, Middle and high school teaching: Methods, standards, and best practices, Boston, Houghton Mifflin.
Voltz, DL, Sims, MJ, & Nelson, B 2010, Connecting teachers, students, and standards: strategies for success in diverse and inclusive classrooms, Association for Supervision & Curriculum Development, Alexandria.
5.5 Report on student achievement
Graduate-level: 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.
In the primary school example, teachers were required to write a report for parents to read based on student performance and achievement for the whole term. It provided parents with an overview and understanding of children's learning progress, and it also fostered teachers' ability to evaluate student progress professionally and critically.
During my first placement in a childcare centre, the most common reporting method I used was observation forms. The observation form records my daily observations of children’s physical, emotional, cognitive, language development, embedded with exhaustive interpretation and relevant EYLF and NQS (2018). For every observation form, I recorded the exact time, place and event to keep accurate and reliable data. Moreover, I completed an assignment that provided with a detailed analysis of the development of two children’s fine motor skills throughout my placement. I was also capable of writing developmental summaries, including children’s names, abilities, interests and achievements, and discussed findings with my supervising teacher regarding children’s future development and learning goals.
Reference
Australian Children’s Education and Care Quality Authority (ACECQA) 2018, Developmental Milestones and the EYLF/NQS, viewed 20 September 2020,
<https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdf>.
5.2 Provide feedback to student on their learning
Graduate-level: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Providing constructive feedback can greatly enhance students’ learning and achievement. The role of feedback is to inform the student whether or not they are on the right track. Effective feedback should applaud for students’ efforts in meeting the learning goals and give suggestions for improvement (Ruiz-Primo & Brookhart 2018, p. 35). Additionally, the information of the feedback should be explicit. Instead of saying ‘good job’, the teacher should note what exactly the children did well or what they are doing differently than before. Research showed that students who were provided with timely feedback were better able to comprehend the knowledge they had learned (Opitz et al. 2011).
The evidence which shows my ability to provide immediate feedback of children’s learning is a learning story and a piece of mentor’s feedback. The learning story demonstrates dialogic interactions with the child. It also shows how I involved the child in his learning process by questioning. The child was able to evaluate his strategies and find out answers to prove his theories. I also encouraged his parents to read the learning story to the child at the end of the day and ensured the feedback was timely and effective. I’ve attached the learning story and feedback from my mentor.
Reference
Opitz, B, Ferdinand, NK & Mecklinger, A 2011, ‘Timing matters: the impact of immediate and delayed feedback on artificial language learning’, Frontiers in Human Neuroscience, vol. 5, no. 8, pp. 1-9.
Ruiz-Primo, MA & Brookhart, SM 2018, Using feedback to improve learning, Using Feedback to Improve Learning, 1st edn, Routledge, London.
5.4 Interpret student data
Graduate-level: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
The evidence shows my capacity to interpret student assessment data to evaluate student learning and successfully modify my teaching practice through a playful game called 'the last number standing' (as attached). I have attached the evaluation forms I wrote before that show learning goals had achieved after I adjusted my teaching approach.
Apart from the primary school example, another evidence that demonstrates that I have met this standard at a graduate level is an assignment I completed during my study in the uni. This assignment shows my ability to read and interpret student data in a professional way.
Reference
Duplass, JA 2006, Middle and high school teaching: Methods, standards, and best practices, Boston, Houghton Mifflin.
Voltz, DL, Sims, MJ, & Nelson, B 2010, Connecting teachers, students, and standards: strategies for success in diverse and inclusive classrooms, Association for Supervision & Curriculum Development, Alexandria.