Assessing student learning allows me to determine what the student already knows, recognise if the standards within a unit plan are being met, making decisions about the subsequent teaching and learning and progress the learning of all students. I have collected a range of techniques that have enabled me to collect and record information about students’ development and learning on a daily basis. Assessment and reporting practices are varied, reliant on purpose and influences by context. Developing knowledge of various assessment and reporting practices and their utility will enhance effective teaching for learning.
A way that I assess students is through formative tasks, summative tasks, observational notes and report writing. I have marked students summative assessment pieces by using a rubric and providing them feedback on their formative assessments. Additionally, prior to commencing any unit of work, I always do a 'pre-assessment' task where students will show and/or tell me what they already know on the topic. This may include a KWL chart, pre-test, group brainstorming, shoulder buddy discussions or class discussions.
Evidence:
Constructive feedback should be given to students in each subject daily. For students to develop their knowledge and understanding consistently throughout the year, feedback must be given to them to understand what they’ve achieved, their strong points and what can be further developed. By addressing these aspects with students, it will maintain their motivation to learn and allow them to set goals and strive for success. Verbal and non-verbal feedback must be provided to all students to provide them with an opportunity to progress. Further, I encourage student to do peer-to-peer feedback, where they may swap books, or discuss what they have done, and provide each other with constructive feedback.
I have found with my group of students that verbal feedback works most effectively. I tend to follow the 'hamburger' approach. Starting off my feedback with something positive/constructive, then going into what could be improved or practiced on, to finishing off with another positive. This has students recognise what they have done well and what to continue doing, as well as areas that need work. I also use the Teacher Tools feedback stamps, which has been a great way to remind myself and students what specific feedback they were given and if they completed tasks independently, or with assistance.
Evidence:
A deep understanding of student development underpins making consistent and comparable judgements. With an understanding of the age-range of typical development, I am able to determine when the students development and learning appear to be delayed or atypical. Each year, students work samples are compared and often categorised as a high, middle or low band learner. As a way to make consistent and comparable judgements, I often refer to the achievement standards at the end of a unit to distinguish whether or not a student has met the standard. This allows me to make on-balance judgements about the quality of learning and quality of teaching delivery, based on student outcome.
At the beginning of the school year, I completed a 2+2+2 to hand up to my line manager which involved looking at student data and pre-assessments to determine two students at a high level of learning, two students in the middle level of learner and two students who are low level learners. Throughout the year we monitor student progress from the 2+2+2 and evaluate the outcome at the end of the year.
Evidence:
Interpreting students assessment data enables me to plan and modify teaching strategies effectively for next time. As a Year 5 teacher, having a comprehensive understanding of what the intended learning level is will provide efficient moderation when necessary. Whilst moderation helps develop consistent judgement in relation to interpreting student data, I am also mindful of students that provide evidence of authentic learning which enables students to demonstrate inclusive strategies. Whilst looking at student data, it is crucial to reflect on where students are at and how as a teacher, I can further extend students to improve each time.
Collaboratively with other Middle Primary teachers, we look through Year 5 data from PAT testing and NAPLAN. We look back at questions where misconceptions were evident and reflected on why students commonly went down a different path. From there, we look at how we can teach the specific question more efficiently to ensure students have a clear understanding of it. As part of this, I often ask students during Maths lessons - where is the misconception in this question? where could students go differently? This has students critically thinking about the misconceptions and gather an understanding of using the correct strategies. Interpreting student data also allows us, collaboratively, to recognise the high band, middle band and lower band students, further helping with reporting.
Evidence:
When writing reports on each students achievements for the semester, it is important to make it clear on their progress and level of achievement throughout each term. Reports must be written in clear and simple form in order for parents to easily understand and distinguish how their child is going. It allows myself to communicate the achievement standard of students to parents and provide information that students can use for self-evaluation and a motivational tool on how to progress further. Providing reporting allows students and parents to understand in great detail, how they have progressed in each subject and what needs work. I often keep record of student achievement throughout all assessment tasks and come to an overall grade during report time.
Over the past two years, I have been writing report comments and grading each student for most subject areas taught within the classroom and have graded students as well. I usually gather all observation and grading through individual assessments done throughout the semester and come to an overall achievement. During this year (2021), I have also collaboratively met with my teach partner to come to an agreement on grading as well. Further, I have participated in parent, teacher interviews which has allowed parents to discuss their questions and concerns as well receiving feedback on how their child are progressing through the year. This also allows parents to be aware of how their child is developing in their education.
Evidence: