Standard 5: Assess, provide feedback and report on student learning

Although this summary hopes to respond to all sub-strands relevant to Standard 5 as a whole, I am looking to specifically address:

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.

5.4 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

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic,  formative and summative approaches to assess student learning.

Science Works Excursion Recount

In this activity,   students chose a photo from their time at science works and reflected on:

• What they were learning in the photograph
• What they enjoyed about the activity
• Provide a recount of the experience.

This is an interesting piece where the student chose a step by step recount of the day, rather than activity.As an assessment task, I can commend this student greatly. I identify that this work displays:

• A logical and creative ordering of events – true to this particular student’s personality and style of learning: she is particularly creative, analytical and strategic - a rare balance of the logical and creative working in cohesion (Type A personality)
  

• An over achievement of standards - this is expected considering her profile above as a type A personality.
  

• A pride in her writing

• An enthusiasm towards her work

• effective use of punctuation - particularly interesting because we hadn't yet looked at extended grammar formally in class. The use of punctuation is no doubt a result of her keen interest in independent reading. Other points of achievement in writing skills evident in this example are:
  

• exclamation points
• capital letters when referring to title
• capital letters to express emotion in her work
• capital letters at the beginning of a sentence
• mid sentence commas
• a strong attempt at spelling words she isn't overly familiar with
• use of descriptive words, adjectives, verbs and pronouns effectively to enrich her writing.
  

 5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

As a graduating teacher, I have been exposed to different school environments, both locally and interstate. I have been able to instill confidence and motivation in my students, providing constant feedback as they look to improve their skills in each of the areas of study. It is through feedback that I am able to plan my lessons to specifically target the skills they need to develop. One-on-one discussions with my students also ensures that I work collaboratively with the student to help improve their learning and skills.

 5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. and;

As a pre-service teacher, I planned my lessons around the School’s assessment continuum data, attached is an example of this below.

The continuum is in response to a post assessment task completed by grade 2 students. The questions in the post assessment task were created around the continuum standards. When a student has met the standard listed on the left column, indicated by a correct answer (or correct thinking shown in jottings), we shade in the relevant box below their name. This develops a pattern within the class demonstrating areas for improvement. From the data below, I can see that areas which need revisiting are the following and I would plan my program for the following week around resolving these areas:

• Subitise (instant recognition of regular patterns)  e.g. dice patterns, arrays
• Estimate and check
• Create number stories e.g. role play

INSERT SELF ASSESSMENT

In keeping with the school's ethos, the continuum is based on the VELS Standards. The data entered would be the product of assessments or tests that evaluated student learning at the beginning (pre-assessment) and end of each unit (post-assessment).

Together with summative, formative, informal observational and formal assessment, I was able to assess the level of understanding and knowledge achieved by the students. Using the continuum, I was able to structure my program planning to resolve any misunderstandings for the unit, before moving on to the next with the confidence that my students were progressing.

As mentioned above, during my Professional Practicum, I assessed my students’ learning styles, level and needs, and planed accordingly whilst implementing VELS and the School’s learning continuum. Through this, I was able to maintain consistencies in my teaching whilst ensuring the individual development of my students’ knowledge and skills.

I provide my students with opportunities for self-assessment, which I believe to be an important component in optimising student learning, as it empowers them and motivates their learning. This is done through reflective journals or learning logs, answering questions and whole class discussion. Please see attachment B: a post topic self-assessment worksheet that was completed by grade 1 students following a science unit of work. This self-assessment gave the students the opportunity to represent their learning in drawings and words, which is accessible to different types of learners. The self-assessment was also wonderful indication to me of how well they had grasped the key concepts of the unit.

Action Plan, Use of "lesson study" program: The Department of Education and Early Childhood Development suggest that student utilize the "Lesson Study" program to develop a deeper understanding of how students learn specific subject matter and receive feedback, as written regarding the program:

Lesson Study
"Lesson study helps teachers to prepare lesson plans and develop a deeper understanding of how students learn specific subject matter. A small group of teachers meets regularly to plan, design, implement, evaluate and refine lessons for a unit of work. One member of the team conducts the lesson while other members of the team observe it. In concert with their observations and reflection, the lesson is modified and may be taught again by another member of the team. The aim of the model is to promote a process whereby teachers experience gradual and incremental professional growth through the collaborative development of lessons."

http://www.eduweb.vic.gov.au/edulibrary/public/staffdev/teacher/induction/ProfLearningInEffectiveSchools.pdf

I feel that this program will assist me with incorporating learning activities that can collect assessment data. I feel that this type of supportive program is imperative for graduate teachers, I plan to implement this program as soon as the beginning of term 3.