Standard 5: Assess, Provide Feedback and Report on Student Learning.
There are many different forms of
assessment, with each type serving a different purpose (Hattie & Timperley, 2007). As a result of the teacher
providing their students not only with a correctional review but detailed and
informed feedback, the student’s ability to make links with prior
misconceptions and newly discovered instruction, allows them to develop their
knowledge of certain ideas and concepts for future learning and understanding (Hattie & Timperley, 2007). One key form of
assessing student learning is that of formative assessment (Remesal, 2011). Formative assessment provides
the teacher with data in relation to where student understanding is currently
and how teachers should plan their future learning sequences (Remesal, 2011). In contrast to formative
assessment, summative assessment provides more of a quantitative data based set
of results at the completion of learning certain concepts (Remesal, 2011). In order for teachers to construct
learning sequences that cater for the immeasurable range of student abilities
within their classroom, it is vital that the data collected during assessment
is interpreted in order to evaluate student learning and create a teacher’s map
of student progression, which ultimately identifies key points for improvement
(Hattie and Timperley, 2007). Reporting on student achievement to parents or
carers is paramount in teachers being assisted by families in the education of their
students (Hattie and Timperley, 2007). In my continued development as an
educator, I intend to enact regular conferences with the parents or carers of
all my students so that I with their support am able to provide their children
with the resources and guidance that they need and deserve, in order for them
to reach their full potential (Hattie and Timperley, 2007).
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Artefact 1: Samples of Student work
Annotation: Artefact 1 demonstrates
an understanding of formative assessment which is used in order to gauge what
students know and understand about the concept that is being studied at the
time. These student work samples demonstrate that in assessing student
knowledge I am able to adapt my teaching in order to accommodate for future
lessons with the hope that students can then proceed working towards
future concept to be learnt.
Artefact 2: Comments on Report Form
Annotation: The highlighted area
in artefact 2 being that of my end of round report from my supervising
teacher at Mother of God Primary School, demonstrates my ability to
provide feedback to my students as stated by my supervising teacher.
I have clearly understood that the purpose
for providing feedback to students about their learning as it shows
that I have understood that the whole purpose of providing feedback to students,
is so they can further develop their knowledge and reach their full
potential. If no feedback was given to students following the submission of
their set lesson work, there could be no means of improvement in their
skills, this artefact clearly demonstrates my knowledge of focus area 5.2 from
the Australian Professional Standards for Graduate Teachers.
Artefact 3: Interpretations of Student Achievement
Annotation: In artefact 3, I
demonstrated the focus area 5.4 from the Australian Professional Standards for
Graduate Teachers, being that of possessing the capacity to interpret
student assessment data to evaluate student learning and modify
my teaching practice, through interpretation of student data gathered
from an informal assessment task. I was able to use the interpreted
data to make important modifications to inform student teaching
and learning throughout the remainder of the unit.