Assess, provide feedback and report on student learning
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
Through my experiences with assessing, giving feedback and reporting on student learning I have understood is as a continuous journey and cycle. After designing my own assessments for units of work I have created and then assessing, moderating and reporting on them I have really seen the power of this part of teaching. It has reaping benefits for both the students and myself as a teacher. It provides us with valuable data which when analysed correctly it can improve teaching and enhance students achievements, which is the ultimate goal of a teacher.
Creating assessment tasks is something I have had practice with. Developing appropriate, relevant and meaningful tasks that support student learning is always the goal. I believe assessment should be both formal and informal, and throughout a unit of work diagnostic, formative and summative assessment should be used. It should consider the requirements of the curriculum, the learning objectives, student goals, and the needs of the students. It should take a variety of forms to cater for learning styles and flexible enough to adapt for particular students. Students need to see the value in the task, and understand what they are being assessed on. Therefore tasks need to have authentic links to real life applications. Diagnostic and formative assessment helps to understand what stage students are at and on what direction their learning journey will undertake. I believe assessment is not just measuring students and comparing against others, but instead a tool for gathering insights and improving their learning. As a teacher I plan to make tasks that give students the opportunity to demonstrate the quality and depth of their learning to build a detailed picture of their knowledge, understanding and skills.
When marking, assessing and making judgements on students work I am fair and consistent. I like to provide students with constructive feedback that doesn’t focus on the weakness but rather gives them encouragement and guidance on how they could improve. Feedback should be given throughout a unit of work in a timely and accurate manner.
Looking at students work provides me with great insights into how students are doing on a daily basis. I plan to always make the time to do this for tasks big or small. I used data collecting tools including checklists, observation sheets and spreadsheets to keep track and record student data. This will help to show trends and most importantly show areas students need extra help with, and as a tool for myself to evaluate the impact of my teaching.
Creating assessment tasks is something I have had practice with. Developing appropriate, relevant and meaningful tasks that support student learning is always the goal. I believe assessment should be both formal and informal, and throughout a unit of work diagnostic, formative and summative assessment should be used. It should consider the requirements of the curriculum, the learning objectives, student goals, and the needs of the students. It should take a variety of forms to cater for learning styles and flexible enough to adapt for particular students. Students need to see the value in the task, and understand what they are being assessed on. Therefore tasks need to have authentic links to real life applications. Diagnostic and formative assessment helps to understand what stage students are at and on what direction their learning journey will undertake. I believe assessment is not just measuring students and comparing against others, but instead a tool for gathering insights and improving their learning. As a teacher I plan to make tasks that give students the opportunity to demonstrate the quality and depth of their learning to build a detailed picture of their knowledge, understanding and skills.
When marking, assessing and making judgements on students work I am fair and consistent. I like to provide students with constructive feedback that doesn’t focus on the weakness but rather gives them encouragement and guidance on how they could improve. Feedback should be given throughout a unit of work in a timely and accurate manner.
Looking at students work provides me with great insights into how students are doing on a daily basis. I plan to always make the time to do this for tasks big or small. I used data collecting tools including checklists, observation sheets and spreadsheets to keep track and record student data. This will help to show trends and most importantly show areas students need extra help with, and as a tool for myself to evaluate the impact of my teaching.