5. Assess, provide feedback and report on student learning

Domain: Professional Practice

Assess, provide feedback and report on student learning.

5.1 Assess student learning

Evidence

As there is a range of reasons or purpose for assessment there is also a range of assessment strategies. The trick is selecting a strategy suitable for the purpose at hand. For example to assess student involvement and effort observation and use of task sheets and checking of books for notes can be used. This is informal and creates less pressure for students. Documentation can provide evidence for progress and addressing of curriculum content. At the same time this observation process allows the teacher to pick up and ‘trouble spots’ or ‘gaps’ in the students learning which can be used to guide further lessons to enhance learning outcomes.

However this is not enough it is also important that students are assessed for what they have learnt and for this purpose summative formal assessment is required. In my time at BMC this was carried out, there was an emphasis of use of multiple choice, short answer questions and for senior students long answer questions. It is valuable to use this range of methods as it increases the chances of students accessing the knowledge they have learnt.

Graduate Level 1st.

This is a sample of an informal formative assessment used to consolidate learning via practice as well as assess 1) in class performance which was used to 3) gain insight into the learning of the topic and the abilities of the students in order to plan appropriate differentiated lessons for the class (Standard 5.4) and 4) provide evidence of students work, effort and progress, by keeping records of what they have completed (Standard 5.5)

The use of the assessment was successful as it clearly divided the class into three groups, allowing for beginning of differentiation. Further observation of students effort and abilities can follow. It can also be seen that the hand out was designed to support differentiation as the tasks progressed from easy calculations, to less so ones. The two Examples show that while some students completed the handout with apparent ease, as demonstrated by Example 1, others were not able to complete it in the class time. Indeed some students did not get as far as Example 2, demonstrating a range of abilities /effort and the need for differentiation in the class.

Example 1 completed both sides. Example 2 did not complete side 1.

Graduate Level 2nd.

In the below attached file 'NutritionAssignmentYear8Health' a different form of assessment is seen. While this assignment is still designed to consolidate students learning it is also intended to extend their learning via research. It is formal authentic and includes multiple curriculum outcomes including process and content orientated and is provided with a marking grid as a guide for students standard expectation. This assignment is summative in nature as it can contribute to final results for the year in conjunction with other assessments including exam(s).

5.2 Provide feedback to students on their learning

Evidence

The purpose of providing timely feedback is to let students know they are ‘on track’, to encourage them and motivate them (success breeds success).

Aware of the 4:1 ratio and thus I focus on providing more positive reinforcement than 'correction' and use 'redirection' where possible.

Graduate Level 1st.

I provide in class feedback to encourage and guide learning, emphasising the use of positive reinforcement during discussions and when working the room during activity time.

Mentor observation feedback, as documented from observation included: 'Teacher made good use of positive reinforcement ‘well done’ ‘excellent’ etc.'

Graduate Level 2nd.

5.3 Make consistent and comparable judgements

Evidence

I understand it is very important to have moderation so that students are assessed on a level field. For this reason when offer the chance to do a test for a group of year 8 students, while I would have loved the opportunity, due to my lack of experience and personal adjusting to the use of leading questions under test circumstances I declined so that students had a similar chance to the previous class. Instead I worked one on one with a couple of lower learners to practice this skill.

Graduate Level 1st.

The use of a marking grid, as in 'NutritionAssignmentYear8Health', to guide marking is an excellent way to enhance consistent and comparable judgements in marking.

Graduate Level 2nd.

5.4 Interpret student data

Evidence

Graduate level 1st.

Student feedback a from a session was collected and used to assess how much and what the learners obtained from the session and to gain insight for future sessions. It was good to see most learners picked up key points and particularly found the activities valuable. As the activities were designed to be useful (general life experience, assist with oral presentations) as well as reinforce the content the request to provide more is a potential means to further enhance sessions.

Evidence

By keeping accurate records of student progress, achievements and other relevant details (attendance) they can be used as evidence for feedback and reports.

I observed my mentor recording attendance, completion of class activities, home work as week as assessment tasks.

Graduate Level 1st

Graduate Level 2nd