Standard 5 - Assess, provide feedback and report on student learning.
Running Record
2.3.1 - Curriculum, assessment and reporting.
5.1.1 - Assess student learning.
The following running record I completed for Primary English and Literacy 1 unit, demonstrates how I have understood assessing a stage 1, year 1 student's reading. The running record provided me an insight of the students reading, identifying their strengths and area of needs. This allowed me to develop a 'Plan for learning - Explicit next steps activities' to assist the student development in their area of needs. Completing running records on students is a diagnostic tool to identify students learning needs and plan lessons to cater for those needs.
2.3.1 - Curriculum, assessment and reporting.
5.1.1 - Assess student learning.
The following running record I completed for Primary English and Literacy 1 unit, demonstrates how I have understood assessing a stage 1, year 1 student's reading. The running record provided me an insight of the students reading, identifying their strengths and area of needs. This allowed me to develop a 'Plan for learning - Explicit next steps activities' to assist the student development in their area of needs. Completing running records on students is a diagnostic tool to identify students learning needs and plan lessons to cater for those needs.
Running record from "Molly", reading Frogs by Gal Gibbons. "Molly" showed a number of strengths in her reading with very few needs. This need, along with comprehension needs, allowed for a explicit next steps activity plan to be created for "Molly" to work on her area of needs.
Assessment Strategies
5.1.1 - Assess student learning.
5.2.1 - Provide feedback to students on their learning.
The following assessment strategies are from mathematics lesson plans that demonstrate what assessment will take place throughout and after the lesson. These assessment strategies allow for student understanding of the content being taught and feedback. Through this assessment and feedback, alterations in delivering content can be made to cater for all students learning.
5.1.1 - Assess student learning.
5.2.1 - Provide feedback to students on their learning.
The following assessment strategies are from mathematics lesson plans that demonstrate what assessment will take place throughout and after the lesson. These assessment strategies allow for student understanding of the content being taught and feedback. Through this assessment and feedback, alterations in delivering content can be made to cater for all students learning.
These assessment strategies are from Mathematics lesson plans. Through incorporating ICT in assessing the students work and learning, allows the students and parents to review feedback from the teacher. Writing comments on their work, shows the students what they have done well in and what they need to improve on.
Asking questions throughout the lesson, allows for on the spot evaluation of the students learning and provide on the spot, face to face feedback.
Asking questions throughout the lesson, allows for on the spot evaluation of the students learning and provide on the spot, face to face feedback.
Reflection
According to Whitton (2015), formative assessment provides information on students’ performance, progression of the lesson and whether the content and activities are suitable/appropriate for the students. I have demonstrated my knowledge of this through the assessment strategies used in mathematic lessons for a unit assignment. Through observing the students in participating in classroom activities, provides information on whether the teaching strategies are relevant and meeting the learning needs of the students (Whitton, 2015). Asking follow-up questions throughout the lesson also gives the students a chance to consolidate their understandings of the content and instructions presented (Whitton, 2015). These assessment strategies show my understanding of standard 5.1.1 and how assessment can be done in a non-formal matter during the lesson.
In my English unit, I have learnt how to use a running record to evaluate a student’s linguistic capability, drawing out what they need to work on and what they can move on from. This type of assessment was quite difficult to grasp the concept of annotating/analysing the running record, but I believe I have understood this type of assessment strategy and have confidence in using this in my future teaching. Through completing my assignment, I have developed an understanding of running records helping teachers guide their lesson planning to meet the learning needs of their students (Michalsky, 2017). Within this assignment, we were required to make a ‘next step plan’, focusing on learning areas that the student lacked knowledge in. This assignment has given me the understanding of standard 2.3.1, in planning lessons based on assessment outcomes and 5.1.1 of assessing student learning (AITSL, 2011).
Overall, I have gained a greater understanding of what is required to assess students learning and how to implement it within lessons. Assessment does not have to be a plain pen and paper test.
References
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers (Publication No. P1-28). Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards- for-teachers.pdf?sfvrsn=5800f33c_64
Michalsky, T. (2017). What Teachers Know and Do About Assessing
Students’ Self-Regulated Learning. Teachers College Record, 119(13), 1-16. Retrieved from http://www.tcrecord.org.ezproxy.uws.edu.au/library/Issue.asp?volyear=2017&number=13&volume=119
Whitton, D. (2015). Teaching and Learning Strategies. Port Melbourne, Australia: Cambridge University Press.
According to Whitton (2015), formative assessment provides information on students’ performance, progression of the lesson and whether the content and activities are suitable/appropriate for the students. I have demonstrated my knowledge of this through the assessment strategies used in mathematic lessons for a unit assignment. Through observing the students in participating in classroom activities, provides information on whether the teaching strategies are relevant and meeting the learning needs of the students (Whitton, 2015). Asking follow-up questions throughout the lesson also gives the students a chance to consolidate their understandings of the content and instructions presented (Whitton, 2015). These assessment strategies show my understanding of standard 5.1.1 and how assessment can be done in a non-formal matter during the lesson.
In my English unit, I have learnt how to use a running record to evaluate a student’s linguistic capability, drawing out what they need to work on and what they can move on from. This type of assessment was quite difficult to grasp the concept of annotating/analysing the running record, but I believe I have understood this type of assessment strategy and have confidence in using this in my future teaching. Through completing my assignment, I have developed an understanding of running records helping teachers guide their lesson planning to meet the learning needs of their students (Michalsky, 2017). Within this assignment, we were required to make a ‘next step plan’, focusing on learning areas that the student lacked knowledge in. This assignment has given me the understanding of standard 2.3.1, in planning lessons based on assessment outcomes and 5.1.1 of assessing student learning (AITSL, 2011).
Overall, I have gained a greater understanding of what is required to assess students learning and how to implement it within lessons. Assessment does not have to be a plain pen and paper test.
References
Australian Institute for Teaching and School Leadership. (2011). Australian
Professional Standards for Teachers (Publication No. P1-28). Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards- for-teachers.pdf?sfvrsn=5800f33c_64
Michalsky, T. (2017). What Teachers Know and Do About Assessing
Students’ Self-Regulated Learning. Teachers College Record, 119(13), 1-16. Retrieved from http://www.tcrecord.org.ezproxy.uws.edu.au/library/Issue.asp?volyear=2017&number=13&volume=119
Whitton, D. (2015). Teaching and Learning Strategies. Port Melbourne, Australia: Cambridge University Press.