Standard 5 - Assess, provide feedback and report on student learning
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5.1 Assess student learning & 5.2 Provide feedback to students on their learning
Throughout my PST placement I have been able to embed various formative assessment methods into my lessons as well as conduct summative assessment tasks with my students. Assessment falls into one of three categories: assessment of, assessment for and assessment as learning. A unit should incorporate all three types of assessment in a multitude of ways to establish a sound understanding of the topic. The Victorian Department of Education and Training’s Assessment Advice sets out Principles for Assessment and describes three main purposes for assessment.
"Feedback is probably the best-tested principle in psychology. [It is] … most effective when it is timely, perceived as relevant, meaningful and encouraging, and offers suggestions for improvement that are within a student’s grasp" (Brown, Bull, & Pendlebury, 1997). Feedback is intended to acknowledge the progress students have made towards achieving the learning outcomes of a unit. I strive to ensure my feedback is also constructive, and points students to ways in which they can improve their learning and achievement. Like Black's (2003) assessment of FA & SA, I see the usefulness of SA is in using it for formative purposes. Artifact 1. Year 7 health unit outlining class learning activities including quizzes, class discussion, activity sheets, mind maps, topic debate, 3 minute essay etc..(demonstrates assessment for learning- formative assessment) Artifact 2. Year 9 coaching assessment task which I provided verbal and written feedback for. Task also involved student reflection report. (demonstrates assessment as learning) Artifact 3. Year 10 Physical Education Progress test (demonstrates assessment of learning-summative assessment) 5.5 Report on student achievement I have had the pleasure of using Seesaw in the classroom and found it to be an engaging tool. Seesaw is a simple student portfolio app which empowers students to independently document what they are learning at school. As per the Victoria State Government (2016) Victorian government schools are mandated to report student improvement against the AusVEL standards in English, Maths, Science, Health and Physical Education. One feature of the app allows students' parents/carers to be linked to the portfolio of their child. Parents & carers can see in real time the work that their student has completed and be instantly notified when work has not been completed. Involving parents & carers in the education process is a vital step towards strengthening connections between the school and home. At parent teacher interviews, these portfolios were used to discuss student achievement and to inform parents & carers of engagement, participation, learning preferences and area of improvement. Artifact 4. Screenshots from the seesaw app Artifact 5. Interview confirmation sheet form 2nd Parent-teacher interview session attended with mentor teacher |