Assessment & Reporting
'Kayla is developing skills in her ability to assess students as soon as they enter the classroom by quizzing students and walking around the class to ensure they are on track’- Jenny Roberts, Mooroolbark College 2012.
My knowledge of effective assessment has developed through my teaching experiences, where I have practiced a diverse range of evaluation methods by combining both formative and summative assessment processes, which consider both short and long term goals.
VIT-Professional Knowledge 1; Teachers know how students learn and how to
teach them effectively
1.5- Have a critical understanding of both formative and summative assessment including the uses of both.
Assessment FOR Learning
I composed a multiple choice Pre Quiz on Ancient Egypt for year 7, to establish student’s prior knowledge and understanding of the topic. I used these statistical results to direct, re direct and adjust content in future lessons to reflect student levels and capabilities based on their responses to the quiz.
VIT-Professional Knowledge 3; Teachers know their students
3.3- Know how to identify the prior knowledge, the learning strengths and weaknesses of students, and other factors which impact on learning.
For example:
All students knew what the major river in Egypt was called and also knew what monument Egypt was most famous for. However, there were mixed responses for the question 'What were mummies buried in?' These responses gave clarification towards my lesson content.
Please access the link:
https://docs.google.com/spreadsheet/gform?key=0Ajum29w0SUOQdFZ3bWdYOFdnVTI3NWxNTDBqR0lxVmc&gridId=0#chart
‘Compiled statistics using student data to analyse and compare individual and class results to inform future teaching practices’- Karen Ellis, Mooroolbark College, 2012.
Assessment AS Learning
I continually walk around the classroom observing students learning and make suggestions when necessary to encourage students to reflect and consider alternative approaches to showcase their understanding at the highest level.
POLT- Assessment practices are an integral part of teaching and learning
5.2- Ensures that students recieve frequent constructive feedback that supports further learning.
'Kayla is more comfortable when circulating on an indivdual level- helping students with their work'- Stuart Maile, Parkwood Secondary College, 2011.
Assessment OF Learning
I always develop constructive feedback by using the sandwich strategy following a strict process that highlights a positive, then an area of improvement and is followed by another strength, encouraging students to read and value the importance of beneficial criticism.
I created my own rubrics for a year 7 Art class on the Design Elements to develop my knowledge on effective assessment strategies using analytical techniques.These score separate, individual parts of the product or student performance, summing up scores to obtain an overall mark (NSW Department of Education and Training 2008). I also developed different labels to explore and expand evaluation techniques and made sure that I focused on both the process and product, which is crucial in Visual Art assessment.
All students knew what the major river in Egypt was called and also knew what monument Egypt was most famous for. However, there were mixed responses for the question 'What were mummies buried in?' These responses gave clarification towards my lesson content.
Please access the link:
https://docs.google.com/spreadsheet/gform?key=0Ajum29w0SUOQdFZ3bWdYOFdnVTI3NWxNTDBqR0lxVmc&gridId=0#chart
‘Compiled statistics using student data to analyse and compare individual and class results to inform future teaching practices’- Karen Ellis, Mooroolbark College, 2012.
Assessment AS Learning
I continually walk around the classroom observing students learning and make suggestions when necessary to encourage students to reflect and consider alternative approaches to showcase their understanding at the highest level.
POLT- Assessment practices are an integral part of teaching and learning
5.2- Ensures that students recieve frequent constructive feedback that supports further learning.
'Kayla is more comfortable when circulating on an indivdual level- helping students with their work'- Stuart Maile, Parkwood Secondary College, 2011.
Assessment OF Learning
I always develop constructive feedback by using the sandwich strategy following a strict process that highlights a positive, then an area of improvement and is followed by another strength, encouraging students to read and value the importance of beneficial criticism.
I created my own rubrics for a year 7 Art class on the Design Elements to develop my knowledge on effective assessment strategies using analytical techniques.These score separate, individual parts of the product or student performance, summing up scores to obtain an overall mark (NSW Department of Education and Training 2008). I also developed different labels to explore and expand evaluation techniques and made sure that I focused on both the process and product, which is crucial in Visual Art assessment.
VIT- Professional Practice 4; Teachers plan and assess for effective learning
4.5- Monitor and record student learning, providing appropriate feedback to students on their progress and how to improve, and for reporting to parents.
POLT- Assessment practices are an integral part of teaching and learning
5.1- Designs assessment practices that reflect the full range of learning program objectives.
5.3- Makes assessment criteria explicit.
‘Kayla used different grading systems to assess learning outcomes and written feedback to justify students mark’ - Karen Ellis, Mooroolbark College, 2012.
Characteristics of Effective Assessment
I am familiar with the characteristics of effective assessment (VCAA 2007) and I understand that a function of assessment is to review student data and have actively conducted such measures to critically modify my teaching practices.
Based on the Year 7 results on the Design Elements as demonstrated in the Powerpoint earlier, I compiled these statisitics and analysed and compared individual and class performance using a range of presentation methods such as percentages, pie charts, column graphs, bar graphs and trend lines. These statisitics are demonstrated below:
Creating a diverse range of statistics through graphs and charts, enabled me to review the students results as a class, indicating trends and overall performance. By reflecting on this data, I am viewing the overall results as an evaluation of the effectiveness of my professional knowledge and practices. I perceive the results of this data as a personal motivator to refine aspects to improve student performance.
VIT-Professional Knowledge 2; Teachers know the content they teach
2.6- Be aware of tools and practices for assessing, recording and reporting student learning to parents and other stakeholders.
VIT- Professional Practice 4; Teachers plan and assess for effective learning
4.3- Evaluate student responses and work samples, using a variety of strategies and tools to make appropriate assessments of learning and plans for future teaching and learning activities.
VIT- Professional Practice 6; Teachers use a range of teaching practices and resources to engage students in effective learning
6.6- Use effective oral, written and electronic communication skills to communicate
with students, their parents and colleagues.
POLT- Assessment practices are an integral part of teaching and learning
5.5- Uses evidence from assessment to inform planning and teaching.
Reflection
Assessment is a process. Without the incorporation of assessment FOR, AS and OF learning, students will struggle to reach their full potential to improve their own personal progression. I am still exploring different methods of assessment such as literal and numerical rubrics, descriptors and constructive written or verbal feedback strategies to improve student’s achievements and record information and results accurately. One of the main aspects I am now more wary of regarding assessment involves the inclusion of assessment options. I do understand that students have strengths and weaknesses and sometimes they can showcase their higher order thinking using a diverse range of formats. However, when students reach VCE there are certain skills such as literacy required to complete tasks. I will always aim to assist and encourage students to ensure they reach individual achievements based on their own capabilities.
This page addresses:
SC3-
Capacity to monitor and assess student learning data and to use this data to
inform teaching for improved student learning.
SC3-
Capacity to monitor and assess student learning data and to use this data to
inform teaching for improved student learning.