This standard outlines the requirements around teacher assessment of student's learning. Teachers should use a range of assessment strategies and tools that are able to interpret data, in order to make correct and consistent judgements of student achievement. This standard requires teachers to provide feedback to students and parents/ carers on student achievement and assessment.
Focus area 5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
The first document is a copy of a rubric I marked students work against. Students did a formal diagnostic test prior to starting the unit in which they wrote a persuasive piece. I marked these pieces against the rubric they were being marked against after they completed the unit so they were able to see areas for improvement. The second and third documents are marked rubrics, with orange being their diagnostic assessment and pink their summative assessment. Students did a practice between these two assessment so I was able to identify areas of learning (informal formative assessment).
Focus area 5.2 Provide feedback to students on their learning
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning
The sample pieces provided are examples of feedback I have provided to students. Each piece clearly identifies goals for students to work towards in their next attempt at the piece. Although, you can't see it, these pieces would have been given feedback in a timely manner so students could reattempt the task as homework for the following week.
Focus area 5.3 Make consistent and comparable judgements
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning
I found the best way to make consistent and comparable judgements of student learning is through marking rubrics. I created this rubric using the schools template for a year 7 English unit I was teaching. Marking criteria ensures students are being assessed against set indicators of achievement which are consistent throughout the assessment process.
Focus area 5.4 Interpret student data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice
This reflection notes were pulled from a diagnostic assessment I had done on a year 7 classes results from a persuasive piece of writing. The results of the diagnostic test shaped my future lessons for the class.
Focus area 5.5 Report on student achievemtn
Demonstrate understanding of a range of strategies for reporting to students and parents/ carers and the purpose of keeping accurate and reliable records of student achievement
During one of my placements I made a phone call home to a child's parents to discuss the improvement their child had made from their diagnostic assessment to their summative assessment. My supervising teacher and I specifically chose this child as his parents were working with the school to encourage him to improve academically and behaviourally. The mother of the student was delighted that it was a positive phone call home and appreciated the time I had taken to describe how much improvement her son had made and how well he had treated me as a placement teacher.