5.1 Assess student learning
Graduate level: 'Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning'.
I believe that I have met the graduate requirements of this standard as evidenced below.
My knowledge for assessing students learning has been gained through practical classroom experience and specific topics studied in the Masters of Teaching degree:
I believe that I have met the graduate requirements of this standard as evidenced below.
My knowledge for assessing students learning has been gained through practical classroom experience and specific topics studied in the Masters of Teaching degree:
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'Louise reflected at the end of the day on the outcomes of her lessons. This included anecdotal notes on students through formal and informal interactions, observations, commenting on students' work, one to one conferencing formal assessments, rubrics and the use of check lists'.(J.Cullen, Mentor Teacher, June 2013) |
I have applied this knowledge in my practice, using pre-assessment, formative and summative forms of assessment, as well as recording anecdotal notes from classroom observations.
Example one
In my practicum class of year two students I conducted pre-assessment, formative and summative assessment tasks as part of a literature unit on narrative writing. An example of a final piece of work for the summative assessment plus the rubric used is below:
Example one
In my practicum class of year two students I conducted pre-assessment, formative and summative assessment tasks as part of a literature unit on narrative writing. An example of a final piece of work for the summative assessment plus the rubric used is below:
Example two
In my practicum class of year twos I regularly assessed student reading levels using the PM Benchmark program. I accurately assessed using the appropriate resources and procedures, and provided encouraging, constructive feedback to the students. I also reported my observations and recordings to the classroom teacher, updating assessment records for each student.
Example three
As part of a university literacy study I conducted diagnostic testing of the literacy skills of one student. The tests involved my observation and student reading/writing tests. The tests considered the following:
Commitment to continual improvement
In my practicum class of year twos I regularly assessed student reading levels using the PM Benchmark program. I accurately assessed using the appropriate resources and procedures, and provided encouraging, constructive feedback to the students. I also reported my observations and recordings to the classroom teacher, updating assessment records for each student.
Example three
As part of a university literacy study I conducted diagnostic testing of the literacy skills of one student. The tests involved my observation and student reading/writing tests. The tests considered the following:
- receptive language/expressive language
- auditory (discrimination) difficulties
- sound to symbol correspondence (decoding)
- symbol to sound correspondence (encoding)
- grapho-phonological encoding
- handwriting
Commitment to continual improvement
- I have scheduled some one on one training with an experienced teacher on recording assessment using 'running records' within the Junior Primary classes (November 2013).
- In term four (November 2013), I will be conducting assessment within a Reception class using learning matrices.