Standard 5:
Assess,
provide feedback and report on student learning
2020 - 2022 Application
Assessing student’s learning gives me as the teacher a better understanding of where my students are and where they are wanting to go in the future. Assessment can be as simple as an online quiz or as complicated as a practical write-up. Teachers must find the appropriate type of assessment that best suits the diverse learning styles of their students. I regularly use formative and summative assessment tasks in order for students to show their understanding and knowledge of the topic to the best of their ability. When developing these assessments I always take into account the different learning abilities and learning styles of my classroom.
EXAMPLE 1: Tailoring tasks and Assessments to meet a Student’s needs
I am always on the lookout for new and innovative ways to develop and enrich tasks in order for students to show their understandings. I have undertaken extensive research into the different learning styles and I am very open to negotiating with students the way they present their learning and understanding. I eagerly adapt tasks and tests to suit a student’s needs. This past semester I have adapted a test and an assessment task by providing a glossary of words, more time and a calming environment for an anxious student. I have also extended a more able student and challenged him to present his findings in a website he coded himself.
EXAMPLE 2: Attribute Portfolio
With the introduction of the Carey Attributes I have been researching, trialling and developing innovative ways to assess students based on the nine attributes. I have begun developing tasks which encourage students to think about what it means to be a learner at Carey and what learners who display the nine attributes may look like.
Reporting and Assessment makes up a huge proportion of my job and I eagerly assist all Leaders of Learning to refine their tasks and present them in a modern format. I am also confidently able to assist in the development of rubrics across many areas and I believe I have a good understanding of the core standards of most disciplines.
Assessing student’s learning gives me as the teacher a better understanding of where my students are and where they are wanting to go in the future. Assessment can be as simple as an online quiz or as complicated as a practical write-up. Teachers must find the appropriate type of assessment that best suits the diverse learning styles of their students. I regularly use formative and summative assessment tasks in order for students to show their understanding and knowledge of the topic to the best of their ability. When developing these assessments I always take into account the different learning abilities and learning styles of my classroom.
EXAMPLE 1: Tailoring tasks and Assessments to meet a Student’s needs
I am always on the lookout for new and innovative ways to develop and enrich tasks in order for students to show their understandings. I have undertaken extensive research into the different learning styles and I am very open to negotiating with students the way they present their learning and understanding. I eagerly adapt tasks and tests to suit a student’s needs. This past semester I have adapted a test and an assessment task by providing a glossary of words, more time and a calming environment for an anxious student. I have also extended a more able student and challenged him to present his findings in a website he coded himself.
EXAMPLE 2: Attribute Portfolio
With the introduction of the Carey Attributes I have been researching, trialling and developing innovative ways to assess students based on the nine attributes. I have begun developing tasks which encourage students to think about what it means to be a learner at Carey and what learners who display the nine attributes may look like.
Reporting and Assessment makes up a huge proportion of my job and I eagerly assist all Leaders of Learning to refine their tasks and present them in a modern format. I am also confidently able to assist in the development of rubrics across many areas and I believe I have a good understanding of the core standards of most disciplines.
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2016 - 2018 Application
Developing appropriate, relevant and meaningful assessment tasks (both formal and informal) that emphasise and support learning is a critical component of planning a purposeful and productive lesson. In designing such tasks, I try to keep in mind the curriculum requirements, the learning outcomes I am hoping my students will reach by the end of that specific lesson and the unit as a whole. Rather than simply gathering data about students’ learning and measuring the knowledge they have acquired, I regard assessment as a tool for improving their learning, gathering rich insights into how students approach the task, their thinking processes, their response to challenges to problem-solving and how they make sense of what they are learning. All of this data helps me develop a richer understanding of my class as a collection of quite individual learners with unique intelligences. I see assessment as an invaluable tool by which I can measure and improve upon the effectiveness of my own teaching practice and strategies. Students’ responses to whole class, small group and individual tasks, give me direct feedback as to whether I am accurately matching the content and pace of the lessons to the interests, levels of understanding and knowledge within the class, and highlight where I have been less effective in enabling students’ understanding and their ability to apply this knowledge. I have played a key role in driving the Middle Schools push for continuous reporting for I believe being able to provide accurate, timely and relevant feedback to students is a powerful and positive tool. Immediacy of information is paramount. Students benefit from knowing the way forward. They are able to reflect upon their learning, set goals for themselves for the next step, and consider who they are as learners and how they learn. I am always looking for new ways and practices to assess student understanding in fun, interesting and varied ways as I believe effective feedback has one of the most positive impacts on students learning. I enjoy using video and voice capture to document student learning and I am exploring more deeply the idea of student portfolios - especially for Junior School Students. I also continue to trial the use of many different products to determine their effectiveness in recording and evaluating assessment data including; eChronicle, Excel Spreadsheets, online systems like MyEd, Canvas and Schoolology and various iPad Applications. I also actively work with staff to alter tasks so that learning is explicit and assessment more useful. Through the use of technology I am able to positively influence and assist staff in creating rubrics, online tests, blogs/wikis and self reflections. I have introduced a number of Web 2.0 tools like Voicethread, Vokis, StudyWizz and Quizzlet to Staff to assist them in gathering appropriate student data. 2013 - 2015 Application As a leading teacher I create, enrich, maintain and alter instructional settings to capture and sustain the interest of my students and to make the most effective use of class time. I am devoted to engaging students and providing a safe learning environment where school goals are met and I understand the importance of social interaction among students and between students and teachers. I can confidently judge the appropriateness of activities I design and can successfully track what students are learning. I employ multiple methods for measuring student growth and understanding and I can clearly explain student performance to parents. This knowledge often extends to creating my own innovative tools for evaluation; including ePortfolios, blogs, journals, audio and video recordings, demonstrations and exhibitions. I have trialed the use of many products to determine their effectiveness in recording and evaluating assessment data including; eChronicle, Excel Spreadsheets and various iPad Applications.
As a previous leader of many year level courses; Year 7 Mathematics, Year 7 Science, Year 8 Mysterious Universe, Year 9 Body Works and Year 10 Biology/Psychology, I have modeled exemplary practice and initiated programs to support colleagues in applying a range of appropriate assessment and feedback strategies.
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