5. Assess and provide feedback on student learning
•I will ensure that my lessons and teaching pedagogy meet the classroom dynamics – space, mood, time, environment;
•I will reflect upon my own teaching practices and modify these as necessary to match the environment and circumstances at my disposure;
•I will continually assess my own methods and approaches, as well as my students’ learning, using both formative and summative methods for constant and ongoing improvement;
Tash took part in a wide range of assessments, including involvement and training in report writing. (Sarah Morris, ETP245 Placement Mentor WPS, 2013)
5.1. Assess student learning – Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
Emerging understanding became familiar with SWPB (represents School-Wide Positive Behaviours) policy. Attended Teaching and Learning meetings. (Kathy Dinoris, Mentor ETP420 Practicum)
At Manunda Tce, I assessed grade 1 and 2 students’ reading skill, retell and comprehension using the PM Benchmark Reading Assessment Resource (reading running record for grade 1/2 level), following guided opportunities at this with my mentor.
Similarly, in grade 3 and 4 at Westgarth Primary, I used the PROBE test for reading comprehension assessment. As mentioned in the earlier Standard 3, this test can enable the development of catered lessons for individual student learning needs.
**see photos of PROBE testing at bottom of this page**
Across my placements, I have been involved in various other means of assessment as well. Assessment being for, of, or as learning.
**photos of students work samples with annotation, see also the various photographs of assessment that I managed to get photographs of whilst on placement, below **
Assessment needs to be planned for, and thus not left to the end of a lesson or lesson sequence. It is seldom ever only a summative process, benefiting a student far more when formative, and occurring alongside their learning, as well. Making accurate and consistent judgements of students’ work based on curriculum expectations, individual learning abilities and published standards of the AUSVELS is a moderated form of assessment which will be explored further in a later substandard.
5.2. Provide feedback to students on their learning – Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning
Natasha is aware of the reflection process. She understands the importance of 1-1 reflection with students as part of their learning process (Kathy Dinoris, Mentor ETP420 Practicum)
Natasha would often reflect and discuss her teaching experiences with the mentor – she would make appropriate educational changes. (Kathy Dinoris, Mentor ETP420 Practicum)
Excellent at providing appropriate feedback. (Kathy Dinoris, Mentor ETP420 Practicum)
My feedback enabled students to reflect on their work and learning, to acknowledge their strengths, improve and address areas where they were lacking.
While not “graded” as such, my own formative assessment of students’ work demonstrated, to me, areas of improvement and gradual gain over the term. For example, even in the constant reminder of date and headings being a requirement in workbooks (teaching students presentation and care, but also enabling dated assessment and comparison over time), presented to me that feedback was being effectively received.
** See (somewhat blurred!) picture of date addition in student's book **
In addition, looking at previous work by students on some of the units I continued in Term 2, allowed me to gauge where they were already at, in terms of their knowledge and learning, and where they needed to be (for Learning Management Plans). I was able to witness a positively upward direction in learning over the course of my teaching period, with students able to draw upon lessons learned in previous units of work and use this knowledge to apply it to later units. Grasping initial topics and making these familiar and known means that later topics are made sense of relatively and with greater ability for understanding and application.
5.3. Make consistent and comparable judgements – Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning
What is Moderation?
Moderations are comparisons of students’ work based on ranges of achievement standard as well as different assessor judgements. My mentor and I discussed this method of assessment as a useful method, particularly after the first term, when students’ abilities and learning strengths are known to their teacher.
Consensus is reached once the team or partnership of assessors is confident about their judgements. Moderation is a process of quality assurance, ensuring appropriate standards are met and consistency is evident across classrooms. In a large school like Westgarth, where there are 6 grade 3/4 classes, this is important.
5.4. Interpret student data – Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice
PROBE Testing for Reading
PROBE testing enables the teacher to determine areas of reading in which a student needs further explicit teaching and scaffolding, giving focus for guided reading sessions at small group or individual levels (depending on the numbers of similar shortcomings in the class). When performing my own PROBE assessments, a particular example can highlight this interpretation. One student, reading at a speed and accuracy of an age range 2 years above his expected performance, was falling short in his inferences from the fictional reading he did. This shortfall will now become a focus of his reading in guided (teacher focus) groups, during literacy weekly activities (where a small group each day has a mini lesson on such a deficit area, according to weaknesses identified). The focus of the guided reading would be on making inferences from text when the explicit answers are not present. This can be difficult for a student with a more matter-of-fact judgement of text, as has shown to be the case in lessons I have taught for this student.
5.5.Report on student achievement – 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
Strategies for reporting student achievements include:
Adapted from Brady, L., Kennedy, K. (2009). Celebrating student achievement: assessment and reporting. 3rd ed, Frenchs Forest, N.S.W.: Pearson Education Australia.
Parent-teacher Interviews
I was lucky enough to be a part of Sarah’s grade 3/4 class in the second half of semester one, meaning that I had the opportunity to experience the lead up to reports, the processes of formative and summative assessment, and the presentation of student-feedback to parents and carers. Interviews are based on the students’ reports, and are fairly much led by parental concern or clarification of their child’s report and portfolio. Where parents are concerned that students’ assessment results do not match up to their expectations, the teacher can draw an example of work to explain this shortcoming. It is important, therefore, that the teacher is able to give evidence for the marks they have given. In addition, and equally, if not more, important, is the need to make certain that shortcomings are not addressed as negatives, but rather as areas for improvement. Students can see how far they have come and understand that they have more steps to take to reach certain goals, but such outcomes are not deemed impossible, only requiring a commitment to change and improvement.
I was included in parent-teacher conferences when appropriate, and was able to discuss student behavioural challenges with my mentor and the student’s parent to form an understanding of the extent of the behaviour beyond the classroom and the potential for intervention on a mutual-term for the best possible outcomes.
•I will reflect upon my own teaching practices and modify these as necessary to match the environment and circumstances at my disposure;
•I will continually assess my own methods and approaches, as well as my students’ learning, using both formative and summative methods for constant and ongoing improvement;
Tash took part in a wide range of assessments, including involvement and training in report writing. (Sarah Morris, ETP245 Placement Mentor WPS, 2013)
5.1. Assess student learning – Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
Emerging understanding became familiar with SWPB (represents School-Wide Positive Behaviours) policy. Attended Teaching and Learning meetings. (Kathy Dinoris, Mentor ETP420 Practicum)
At Manunda Tce, I assessed grade 1 and 2 students’ reading skill, retell and comprehension using the PM Benchmark Reading Assessment Resource (reading running record for grade 1/2 level), following guided opportunities at this with my mentor.
Similarly, in grade 3 and 4 at Westgarth Primary, I used the PROBE test for reading comprehension assessment. As mentioned in the earlier Standard 3, this test can enable the development of catered lessons for individual student learning needs.
**see photos of PROBE testing at bottom of this page**
Across my placements, I have been involved in various other means of assessment as well. Assessment being for, of, or as learning.
- NAPLAN
- Classwork annotations
- Y-Charts, T-Charts, Venn Diagrams and other graphics organisers
- Goals Charts and Lotus Diagrams
- Personal Reflections – in the above forms or verbally
- Class discussions
- End-of-Semester Reports
- Homework Logbooks
- Presentations of various forms
- Rubrics
- Self-assessment
**photos of students work samples with annotation, see also the various photographs of assessment that I managed to get photographs of whilst on placement, below **
Assessment needs to be planned for, and thus not left to the end of a lesson or lesson sequence. It is seldom ever only a summative process, benefiting a student far more when formative, and occurring alongside their learning, as well. Making accurate and consistent judgements of students’ work based on curriculum expectations, individual learning abilities and published standards of the AUSVELS is a moderated form of assessment which will be explored further in a later substandard.
5.2. Provide feedback to students on their learning – Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning
Natasha is aware of the reflection process. She understands the importance of 1-1 reflection with students as part of their learning process (Kathy Dinoris, Mentor ETP420 Practicum)
Natasha would often reflect and discuss her teaching experiences with the mentor – she would make appropriate educational changes. (Kathy Dinoris, Mentor ETP420 Practicum)
Excellent at providing appropriate feedback. (Kathy Dinoris, Mentor ETP420 Practicum)
My feedback enabled students to reflect on their work and learning, to acknowledge their strengths, improve and address areas where they were lacking.
While not “graded” as such, my own formative assessment of students’ work demonstrated, to me, areas of improvement and gradual gain over the term. For example, even in the constant reminder of date and headings being a requirement in workbooks (teaching students presentation and care, but also enabling dated assessment and comparison over time), presented to me that feedback was being effectively received.
** See (somewhat blurred!) picture of date addition in student's book **
In addition, looking at previous work by students on some of the units I continued in Term 2, allowed me to gauge where they were already at, in terms of their knowledge and learning, and where they needed to be (for Learning Management Plans). I was able to witness a positively upward direction in learning over the course of my teaching period, with students able to draw upon lessons learned in previous units of work and use this knowledge to apply it to later units. Grasping initial topics and making these familiar and known means that later topics are made sense of relatively and with greater ability for understanding and application.
5.3. Make consistent and comparable judgements – Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning
What is Moderation?
Moderations are comparisons of students’ work based on ranges of achievement standard as well as different assessor judgements. My mentor and I discussed this method of assessment as a useful method, particularly after the first term, when students’ abilities and learning strengths are known to their teacher.
Consensus is reached once the team or partnership of assessors is confident about their judgements. Moderation is a process of quality assurance, ensuring appropriate standards are met and consistency is evident across classrooms. In a large school like Westgarth, where there are 6 grade 3/4 classes, this is important.
5.4. Interpret student data – Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice
PROBE Testing for Reading
PROBE testing enables the teacher to determine areas of reading in which a student needs further explicit teaching and scaffolding, giving focus for guided reading sessions at small group or individual levels (depending on the numbers of similar shortcomings in the class). When performing my own PROBE assessments, a particular example can highlight this interpretation. One student, reading at a speed and accuracy of an age range 2 years above his expected performance, was falling short in his inferences from the fictional reading he did. This shortfall will now become a focus of his reading in guided (teacher focus) groups, during literacy weekly activities (where a small group each day has a mini lesson on such a deficit area, according to weaknesses identified). The focus of the guided reading would be on making inferences from text when the explicit answers are not present. This can be difficult for a student with a more matter-of-fact judgement of text, as has shown to be the case in lessons I have taught for this student.
5.5.Report on student achievement – 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
Strategies for reporting student achievements include:
- Portfolios
- Reports
- School newsletters
- Parent-teacher interviews
- Parent-student-teacher interviews
- Student-led conferences
- Open days
- Speech nights
- Classroom visits
- Curriculum and program documents
- Homework
- Formal school meetings
- Assemblies
Adapted from Brady, L., Kennedy, K. (2009). Celebrating student achievement: assessment and reporting. 3rd ed, Frenchs Forest, N.S.W.: Pearson Education Australia.
Parent-teacher Interviews
I was lucky enough to be a part of Sarah’s grade 3/4 class in the second half of semester one, meaning that I had the opportunity to experience the lead up to reports, the processes of formative and summative assessment, and the presentation of student-feedback to parents and carers. Interviews are based on the students’ reports, and are fairly much led by parental concern or clarification of their child’s report and portfolio. Where parents are concerned that students’ assessment results do not match up to their expectations, the teacher can draw an example of work to explain this shortcoming. It is important, therefore, that the teacher is able to give evidence for the marks they have given. In addition, and equally, if not more, important, is the need to make certain that shortcomings are not addressed as negatives, but rather as areas for improvement. Students can see how far they have come and understand that they have more steps to take to reach certain goals, but such outcomes are not deemed impossible, only requiring a commitment to change and improvement.
I was included in parent-teacher conferences when appropriate, and was able to discuss student behavioural challenges with my mentor and the student’s parent to form an understanding of the extent of the behaviour beyond the classroom and the potential for intervention on a mutual-term for the best possible outcomes.