WHY IS STANDARD FIVE VALUABLE?
As teachers, assessment plays a fundamental role within the four walls of the classroom. Assessment allows us teachers to view and review what the students may know and understand. The ability to assess students knowledge, is crucial as it assists teachers to plan and develop lessons in order to suit the students academic needs. Without assessment, teachers would not be able to gauge what the students need improving on, which would obviously make learning development hard to achieve. During my FPE 1/2 my role as a classroom teacher involved not only planning assessments but assessing students (both formative and summative) across all learning areas. Throughout term 3 I was responsible for keeping records of student achievement as well as having the opportunity to moderate assessments under the guidance of my mentor and the school's policies. I was also challenged by my mentor to write up a "mock" report comment for one of my focus students. Example/s of this comment and other modes of assessment I had conducted during my FPE 1/2, can be seen below.
Mock Report Comment for Writing (Focus Student)
"Whilst utilising the five senses when writing, ***** can accurately apply and describe what she might see (sight), hear (sound), smell, feel (touch) and taste when given a picture prompt. ***** is able to identify each of the five sense’s and provide relative descriptive language to the reader. ***** demonstrates a sound understanding of structure when utilising her five senses and also when writing persuasive texts. ***** can correctly provide appropriate reasoning and explanations when writing persuasive texts and succinctly demonstrates an understanding of the OREO writing configuration. Whilst ***** requires further development with her spelling, it is evident that she continually experiments and attempts to use sophisticated language when writing."
Mock Report Comment for Writing (Focus Student)
"Whilst utilising the five senses when writing, ***** can accurately apply and describe what she might see (sight), hear (sound), smell, feel (touch) and taste when given a picture prompt. ***** is able to identify each of the five sense’s and provide relative descriptive language to the reader. ***** demonstrates a sound understanding of structure when utilising her five senses and also when writing persuasive texts. ***** can correctly provide appropriate reasoning and explanations when writing persuasive texts and succinctly demonstrates an understanding of the OREO writing configuration. Whilst ***** requires further development with her spelling, it is evident that she continually experiments and attempts to use sophisticated language when writing."
STANDARD FIVE - SITUATION, ACTION & OUTCOME
INTEGRATED STANDARDS MET: 1.5, 2.1, 2.3, 2.5, 3.1, 3.2, 3.4, 3.5, 4.1, 5.1, 5.2, 5.3, 5.4, 5.5
Pictured above, is the formative assessment I utilised throughout our Phonics sessions this term. This rubric is compiled of my observations of students progress throughout the term. Each column represents each week spent on a new sound/work group. By using this rubric, I can easily identify what we may need to revisit to improve our understanding of the concept.
Pictured above, is the formative assessment I utilised throughout our Mathematics (Number and Algebra) sessions this term. This rubric is compiled of students responses within their Maths Plus workbook. It showcases the students progress throughout the term. Each column represents a different mathematics concept within the Number and Algebra unit. By using this rubric, I can easily identify what we may need to revisit to improve our understanding of the concept.
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Pictured above, is the formative assessment I utilised throughout our Mathematics (Measurement and Geometry) sessions this term. This rubric is compiled of students responses within their Maths Plus workbook. It showcases the students progress throughout the term. Each column represents a different mathematics concept within the measurement and geometry unit. By using this rubric, I can easily identify what we may need to revisit to improve our understanding of the concept.
Pictured above, is the formative assessment I utilised throughout our Mathematics (Statistics and Probability) sessions this term. This rubric is compiled of students responses within their Maths Plus workbook. It showcases the students progress throughout the term. Each column represents a different mathematics concept within the Statistics and Probability unit. By using this rubric, I can easily identify what we may need to revisit to improve our understanding of the concept.
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5.1 - Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
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.
5.3 - Make consistent and comparable judgements Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4 - Interpret student data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
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.
Action Plan - Moving Forward
- As I have yet to fully complete a reporting process, I certainly feel like further development is required to better my development as a teacher. I feel that for this development to occur, I need to become more accustom to the curriculum judging standards as these standards will support my views on my students work and ultimately final grade.
- I will continue to seek and collect appropriate assessment resources in which I believe will come in handy for my future teaching practices. These assessment resources will eventually enable me to cover all basis of the curriculum and certainly will help me when I plan for and implement learning programs within whichever year level is required.
- I will aim to further enhance my knowledge on assessment and reporting by undertaking professional development in which will develop my teaching processes in which I can implement within my classroom.
- Within the school I will be based at, I will continue to approach other well established teachers, as other teachers within the school could offer opinions or tips on how to effectively assess and report on student learning. This process would give me some useful tips in which I can then take into my own classroom and implement accordingly.