Professional Practice
Professional Standard 5: Assess, provide feedback and report on student learning
Focus Area 5.1 - Assess student learning
I view assessment as an ongoing thing. I factor classwork and efforts made into grades, as well as the levels achieve through specific assessment tasks. Moving to the IB Middle Years Program allows us to grade against performance standards, which is easy to track and students are only being compared against their own previous performance. I am a strong believer in formative assessment, and this happens every lesson through activities, challenges and even games.
-more assessment types examples
-rubrics/performance standards
Evidence for this focus area is a sanitised screenshot of my online marking using the IB MYP criteria.
Focus Area 5.2 - Provide feedback to students on their learning
As assessment is, feedback is constant. Commenting on students' work as they do it, correcting small errors, redirection to get back on task are all forms of feedback. At the end of each lesson I talk to the whole class and give feedback on the lesson overall. If a number of students are struggling with a particular part, or are making similar errors, I will stop the whole class and address that point together. Formal feedback usually comes at the end of task when I am marking it and making corrections or writing comments about how they can improve the assessment. Formal feedback also occurs when writing end of term reports, and gives parents an idea of how their student is going.
Evidence for this focus area is a sanitised screenshot of a student report.
Focus Area 5.3 - Make consistent and comparable judgements
With the IB MYP, students are assessed against themselves and their previous performance. We compare their work to set criteria and once a term judge where each student stands against the individual criteria. Using performance standards such as the IB uses, makes it easy to be consistent and impartial with grading across multiple classes and teachers. In previous years, I have participated in external marking and moderation for SACE. This has allowed me to develop crucial analysis and comparison skills, to ensure that I approach each students' work impartially and fairly, and apply the rubric/criteria evenly across all students.
Evidence for this focus area is an assessment rubric that I designed for an EAL/D class.
Focus Area 5.4 - Interpret student data
Part of the role of a teacher is to take data from a variety of sources and use it to inform yourself about your cohort. This data comes from NAPLAN, PAT-R, EAL/D levels, previous school reports and even their personal files. Knowing your students means you can provide the best possible curriculum and tasks for them to achieve their best possible results. As a school, we regularly refer to NAPLAN and PAT-R data as a measuring stick of our performance overall. When teaching EAL/D students, their assigned level allows me to see what their level of understanding in English is, and allows me to alter tasks accordingly. This sometimes means creating a separate task, or giving more explicit, step-by-step instructions.
Evidence for this focus area is a task sheet I prepared for an EAL/D class in 2013.
Focus Area 5.5 - Report on student achievement
Each term we are required to report on each students' achievement. Twice a year this involves extended comments where we can elaborate on the course and the student. I pride myself on writing each report individually and making sure I give constructive feedback for the student to improve on. In between, I enjoy calling parents to tell them that their child has done a great job on something, and make sure I also inform them if their child is falling behind.
-formal reports
-monitoring
-identification of struggling students and what I do about it
-working with LA leader/ AbEd team
Evidence for this focus area can be found in the student report screenshot for focus area 5.2.
I view assessment as an ongoing thing. I factor classwork and efforts made into grades, as well as the levels achieve through specific assessment tasks. Moving to the IB Middle Years Program allows us to grade against performance standards, which is easy to track and students are only being compared against their own previous performance. I am a strong believer in formative assessment, and this happens every lesson through activities, challenges and even games.
-more assessment types examples
-rubrics/performance standards
Evidence for this focus area is a sanitised screenshot of my online marking using the IB MYP criteria.
Focus Area 5.2 - Provide feedback to students on their learning
As assessment is, feedback is constant. Commenting on students' work as they do it, correcting small errors, redirection to get back on task are all forms of feedback. At the end of each lesson I talk to the whole class and give feedback on the lesson overall. If a number of students are struggling with a particular part, or are making similar errors, I will stop the whole class and address that point together. Formal feedback usually comes at the end of task when I am marking it and making corrections or writing comments about how they can improve the assessment. Formal feedback also occurs when writing end of term reports, and gives parents an idea of how their student is going.
Evidence for this focus area is a sanitised screenshot of a student report.
Focus Area 5.3 - Make consistent and comparable judgements
With the IB MYP, students are assessed against themselves and their previous performance. We compare their work to set criteria and once a term judge where each student stands against the individual criteria. Using performance standards such as the IB uses, makes it easy to be consistent and impartial with grading across multiple classes and teachers. In previous years, I have participated in external marking and moderation for SACE. This has allowed me to develop crucial analysis and comparison skills, to ensure that I approach each students' work impartially and fairly, and apply the rubric/criteria evenly across all students.
Evidence for this focus area is an assessment rubric that I designed for an EAL/D class.
Focus Area 5.4 - Interpret student data
Part of the role of a teacher is to take data from a variety of sources and use it to inform yourself about your cohort. This data comes from NAPLAN, PAT-R, EAL/D levels, previous school reports and even their personal files. Knowing your students means you can provide the best possible curriculum and tasks for them to achieve their best possible results. As a school, we regularly refer to NAPLAN and PAT-R data as a measuring stick of our performance overall. When teaching EAL/D students, their assigned level allows me to see what their level of understanding in English is, and allows me to alter tasks accordingly. This sometimes means creating a separate task, or giving more explicit, step-by-step instructions.
Evidence for this focus area is a task sheet I prepared for an EAL/D class in 2013.
Focus Area 5.5 - Report on student achievement
Each term we are required to report on each students' achievement. Twice a year this involves extended comments where we can elaborate on the course and the student. I pride myself on writing each report individually and making sure I give constructive feedback for the student to improve on. In between, I enjoy calling parents to tell them that their child has done a great job on something, and make sure I also inform them if their child is falling behind.
-formal reports
-monitoring
-identification of struggling students and what I do about it
-working with LA leader/ AbEd team
Evidence for this focus area can be found in the student report screenshot for focus area 5.2.