Professional Practice
5. Assess, provide feedback and report on student learning
Reflective Commentary
Assessment and feedback are critical in students’ learning. It is through providing effective feedback that students are able to move forward, build on knowledge and correct misconceptions. “Teachers provide feedback appropriate to the point at which students are in their learning, and seek evidence that this feedback is appropriately received. (Hattie, 2012, pp 91).” During my practical placement I provided effective feedback to my students orally and in written form. This feedback was delivered prior to formal assessment tasks to maximise students’ learning and performance.
I used many checklists as a source of assessment. I realised that this could be a timely format for when there are many criteria for the assessment. However, I like the format of checklists as it allows me to quickly identify students who have and have not grasped a particular concept. |
Situation
My students were completing a sequencing activity for an assessment item in Literacy. During the assessment my Mentor Teacher asked if I was going to make sure all students had the answers correct before gluing. Action I explained that I was happy for the students to incorrectly sequence their work as the assessment was based on sequencing a procedure in the correct order. I felt that by correcting the students I would not get a clear indication of whether or not they were able to complete the task. My other concern for not correcting assessment items during the lesson is that I would not have sufficient evidence if I was questioned about a student’s grades. Outcome To ensure students learned from the activity we held small group conferences to clarify the order of a procedure. When I explained my concerns to my Mentor Teacher she suggested writing checklists and notes while fixing the student’s work. This will continue to be an area that I will focus on. I think it is important to identify the purpose of the assessment and the progression of learning before and after the assessment item. |
Documentation of Evidence
Example of individual rubric used for Design Technologies
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Example of checklist used for Mathematics Test to identify areas of strength and weakness.
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Action Plan
As a Graduate Teacher I will need to focus on writing anecdotal notes. I have found a number of ways to make sure I am observing each student, yet I have yet to find a way that suits me as a teacher. Ideas that I found useful were using post-it notes, yet they are not reliable enough for confidential observations; a coloured sticker or dot on particular desks also seemed like a good strategy. I will also need to identify what anecdotal notes and observations are important rather than identifying every insignificant detail.
References
Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge: Canada
Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge: Canada