When teaching a lesson sequence, I utilize a range of assessment strategies to ensure I have monitored my students’ learning as closely as possible and I can assess their progress, and where I can improve in my teaching.
An example of this is when I taught a sequence on patterns. Here are the assessment strategies I used:
Diagnostic-
I displayed a PowerPoint presentation with a range of patterns, and gathered observations from students about what they were noticing in each of the pictures. They were not corrected for any answers, so this provided me with some idea of who could identify a pattern. Then the students undertook an investigation where they had a range of materials to experiment with and see if they could create a pattern. I roved the classroom and took anecdotal notes of who had a grasp of the concept, and who did not. This informal assessment informed my future planning for the sequence.
Formative-
Throughout the sequence I took many informal anecdotal notes. In each class, there would be time for students to work independently or in a pair, and during this time I would use my same notebook to make comments about students progress, who needed challenging, who needed extra support, etc. I drew on these so I could design and provide differentiated activities for those particular students in the following lessons.
Summative-
In the final lesson of the sequence, students were required to complete a worksheet that encompassed the AusVELS requirement for the unit- to ‘Copy, continue and create patterns with objects and drawings (ACMNA005)’. This was a formal assessment in which the students were reminded to look only at their own work, and to try their absolute best. Their worksheet was kept for future reference.
The results of this sequence were recorded on a spreadsheet (below) which will be used as a reference point for the next unit relating to patterns. This spreadsheet supported the consistent assessment of each student by having a record of whether each of them can: Recognise a pattern, construct a pattern using the materials in the classroom, or draw their own pattern. This was also a formal assessment of the student’s progress.
Keeping an accurate record of student results is of the upmost importance, not only for reporting purposes but also for future planning. I am extremely organised and ensure my students’ results are recorded and kept safely as a reference point whenever the need arises.
An example of this is when I taught a sequence on patterns. Here are the assessment strategies I used:
Diagnostic-
I displayed a PowerPoint presentation with a range of patterns, and gathered observations from students about what they were noticing in each of the pictures. They were not corrected for any answers, so this provided me with some idea of who could identify a pattern. Then the students undertook an investigation where they had a range of materials to experiment with and see if they could create a pattern. I roved the classroom and took anecdotal notes of who had a grasp of the concept, and who did not. This informal assessment informed my future planning for the sequence.
Formative-
Throughout the sequence I took many informal anecdotal notes. In each class, there would be time for students to work independently or in a pair, and during this time I would use my same notebook to make comments about students progress, who needed challenging, who needed extra support, etc. I drew on these so I could design and provide differentiated activities for those particular students in the following lessons.
Summative-
In the final lesson of the sequence, students were required to complete a worksheet that encompassed the AusVELS requirement for the unit- to ‘Copy, continue and create patterns with objects and drawings (ACMNA005)’. This was a formal assessment in which the students were reminded to look only at their own work, and to try their absolute best. Their worksheet was kept for future reference.
The results of this sequence were recorded on a spreadsheet (below) which will be used as a reference point for the next unit relating to patterns. This spreadsheet supported the consistent assessment of each student by having a record of whether each of them can: Recognise a pattern, construct a pattern using the materials in the classroom, or draw their own pattern. This was also a formal assessment of the student’s progress.
Keeping an accurate record of student results is of the upmost importance, not only for reporting purposes but also for future planning. I am extremely organised and ensure my students’ results are recorded and kept safely as a reference point whenever the need arises.