Domain of teaching: Professional Practice
Standard 5 - Assess, provide feedback and report on student learning
With the end product in mind, ‘backward mapping’ begins with the identification of The Big Idea for the unit, and the desired outcomes, that outline what students are expected to learn and be able to do. It then proceeds ‘backward’ to determine acceptable evidence, how it will be collected, followed by the creation of assessment tasks. The next stage is the planning of learning experiences, and teaching methods, to scaffold understandings, and assist students in developing all the necessary skills to perform tasks, in order to achieve the specific learning outcomes (Wiggins & McTighe, 2005). .
Incorporating assessment within everyday classroom learning experiences, produces reliable demonstrations of performance. Assessment provides opportunities for, as, and of learning. The achievement demonstrated in assessment tasks assists teachers to make evidence-based decisions about student development, evaluate their teaching programs, and inform future teaching strategies, playing an essential role in the cycle of teaching and learning (Kivunja, 2015) (Link to focus area 2.3 Curriculum, assessment and reporting).
5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
During my placement I analysed a range of student work samples, using diagnostic data to identify where students were at. Formative assessment was consistently performed within learning experiences to evaluate student progress, and inform future lesson design, including differentiated experiences to support students in achieving their personalised learning outcomes (Link to focus are 5.4). A variety of formative and summative assessment activities across Key Learning Areas were designed and delivered including peer assessment and student self-reflection. Creating a dialogue around learning, allows teachers to prompt students to self-evaluate on success criteria, and check on their progress towards targeted areas. Assessment processes during learning experiences provided quality, timely feedback and feed-forward to students (Link to focus area 5.2).
Incorporating assessment within everyday classroom learning experiences, produces reliable demonstrations of performance. Assessment provides opportunities for, as, and of learning. The achievement demonstrated in assessment tasks assists teachers to make evidence-based decisions about student development, evaluate their teaching programs, and inform future teaching strategies, playing an essential role in the cycle of teaching and learning (Kivunja, 2015) (Link to focus area 2.3 Curriculum, assessment and reporting).
5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
During my placement I analysed a range of student work samples, using diagnostic data to identify where students were at. Formative assessment was consistently performed within learning experiences to evaluate student progress, and inform future lesson design, including differentiated experiences to support students in achieving their personalised learning outcomes (Link to focus are 5.4). A variety of formative and summative assessment activities across Key Learning Areas were designed and delivered including peer assessment and student self-reflection. Creating a dialogue around learning, allows teachers to prompt students to self-evaluate on success criteria, and check on their progress towards targeted areas. Assessment processes during learning experiences provided quality, timely feedback and feed-forward to students (Link to focus area 5.2).
Illustrations of practice: The following observation reports illustrate how students' progress was monitored and assessed throughout the Science unit of work: On the move. Sticky notes provide evidence of timely feedback to students. Learning intentions and the Summative assessment marking rubric illustrates how assessment relates to curriculum and learning outcomes.
5.2: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Appropriate positive reinforcement and feedback opportunities were built into lesson plans, to create an inclusive and safe learning environment, maximising engagement and learning. I was supportive and encouraging of students to engage in conversation with me and have a go at all tasks. As a result students were willing to take risks with their learning. Timely, balanced and targeted feedback was provided enhancing student learning and providing direction for future goal setting.