Assess, provide feedback and report on student learning
The process of monitoring and assessing my students’ understanding in the classroom allows me to reflect on the effectiveness of the lesson and informs my future planning. To make sure the content I teach is appropriate for my students, I refer to the AusVELS curriculum and use pre-assessment tasks, which also provide me with the information I need to challenge them in their learning. In order to monitor the progress and learning of my students, I ensure I conduct formative assessments in the form of observations and notes, and then post-assessments. Post-assessments provide me with information about the progress of students and allows me to find opportunities to enhance their learning, but also allows me to reflect on the quality of my teaching practice.
I understand that the students in my class learn differently and therefore I incorporate a range of assessment practices in the classroom.
I use assessment FOR learning in the form of anecdotal notes, whist I’m roving the classroom during group or whole class activities, and during guided reading sessions. When students are working independently, I conference with them one on one to discuss their learning and ask open-ended questions to challenge them.
I use assessment AS learning when I ask students to reflect on their learning, and when I engage the class in share time. Share time engages students with their peers and they are able to reflect on not only their learning, but also the learning of their peers.
I use assessment OF learning in the form of post-assessment (Summative Assessment) which can be used later by students in their portfolios or as a reference when writing reports.
Assessment is a wonderful way for me as a teacher to recognise the progression I have been able to make with my students. The topic, the age group, and the length of time for the lesson sequence, are able to help me to determine which type of assessment/assessments I use for the sequence.
Here are some examples of things that I took into account when thinking about learning and assessment for my Foundation students in a numeracy unit:
I understand that the students in my class learn differently and therefore I incorporate a range of assessment practices in the classroom.
I use assessment FOR learning in the form of anecdotal notes, whist I’m roving the classroom during group or whole class activities, and during guided reading sessions. When students are working independently, I conference with them one on one to discuss their learning and ask open-ended questions to challenge them.
I use assessment AS learning when I ask students to reflect on their learning, and when I engage the class in share time. Share time engages students with their peers and they are able to reflect on not only their learning, but also the learning of their peers.
I use assessment OF learning in the form of post-assessment (Summative Assessment) which can be used later by students in their portfolios or as a reference when writing reports.
Assessment is a wonderful way for me as a teacher to recognise the progression I have been able to make with my students. The topic, the age group, and the length of time for the lesson sequence, are able to help me to determine which type of assessment/assessments I use for the sequence.
Here are some examples of things that I took into account when thinking about learning and assessment for my Foundation students in a numeracy unit:
It is vital for me to provide timely feedback to my students following assessment. Students deserve to feel proud of the work they have done, regardless of their strengths or weaknesses! Feedback, both formal informal, provides students with encouragement and an awareness of their strengths, and also gives them advice on what they need to continue working on. This in turn gives them responsibility of their learning, and they can create their own personal learning goals for work in the classroom. It also allows them to feel proud of their work, and see the result of their learning!
It is also important for feedback to reach the parents/carers of my students. If a student has done a great job on an assessment, I want to be able to share that with their parent/carer and acknowledge their child’s achievements. At the end of the school day I like to be able to find a parent/carer whom I would like to pass on feedback to, and be able to explain their child’s achievement. Otherwise, I report this in the student’s diary/clipboard/form of communication. I also love being able to send home a piece of work that has showcased a students hard work and achievement, and has positive feedback on it so that they can show this to their parents/carers.
It is also important for feedback to reach the parents/carers of my students. If a student has done a great job on an assessment, I want to be able to share that with their parent/carer and acknowledge their child’s achievements. At the end of the school day I like to be able to find a parent/carer whom I would like to pass on feedback to, and be able to explain their child’s achievement. Otherwise, I report this in the student’s diary/clipboard/form of communication. I also love being able to send home a piece of work that has showcased a students hard work and achievement, and has positive feedback on it so that they can show this to their parents/carers.