Assess, provide feedback and report
on student learning
- Demonstrate understanding of, and ability to use, assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
- Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Reflective Commentary
When I first began, I found it particularly hard to keep track of students’ abilities. There were so many names to remember! How was I going to keep track of how students are going? I found that the Microsoft Office OneNote program was the best way for me to create anecdotal records. I needed to take into account students' strengths and weaknesses in different modes, e.g. writing, listening, speaking, viewing and comprehension. I also liked how it could be password protected, thus could safeguard students' privacy. I created files for each student within their class, and at the end of the lesson would key in any notable information I observed; strengths, weaknesses, and positive/negative behaviour.
Apart from assessing students from observation, I needed more concrete forms of monitoring students' progress. Between balancing curriculum requirements, the school's already set program, it was difficult to develop formal assessments which measured what students could do, as opposed to what they couldn't. More or less, towards the end of this practicum, I learned that formal pen and paper assessments were a very difficult measure of student ability. There were quite a number of students who refused to even attempt at tests, because they felt they were unable to achieve ("learned helplessness"), and others because they saw no value in tests. This has caused me to consider what strategies I might be able to use to help alleviate the anxiety created from testing.
It demonstrated the necessity to foster resilience in students, and to familiarise students with strategies to tackle tests. It also demonstrated to me that I needed to have a broad range of evidence in order assess my students' ability. I tried to develop a range of alternative informal assessments to gauge student ability, and found one of these activities were very successful (See Evidence). However, most of the time I relied upon my anecdotal records.
In retrospect, I realise that I have significant gaps in providing 'timely and appropriate' feedback to students. I could have capitalised on this particular assessment (See Evidence), because it was so successful, and further developed activities to enhance students' learning. For example, I could have printed off their pictures, and asked students to undertake a dictionary task, or perhaps ask students to pick 10 words from their 'not sure/don't know' pile that they will aim to learn by the end of the week. This is important in order to foster the skills which add to their knowledge.
Apart from assessing students from observation, I needed more concrete forms of monitoring students' progress. Between balancing curriculum requirements, the school's already set program, it was difficult to develop formal assessments which measured what students could do, as opposed to what they couldn't. More or less, towards the end of this practicum, I learned that formal pen and paper assessments were a very difficult measure of student ability. There were quite a number of students who refused to even attempt at tests, because they felt they were unable to achieve ("learned helplessness"), and others because they saw no value in tests. This has caused me to consider what strategies I might be able to use to help alleviate the anxiety created from testing.
It demonstrated the necessity to foster resilience in students, and to familiarise students with strategies to tackle tests. It also demonstrated to me that I needed to have a broad range of evidence in order assess my students' ability. I tried to develop a range of alternative informal assessments to gauge student ability, and found one of these activities were very successful (See Evidence). However, most of the time I relied upon my anecdotal records.
In retrospect, I realise that I have significant gaps in providing 'timely and appropriate' feedback to students. I could have capitalised on this particular assessment (See Evidence), because it was so successful, and further developed activities to enhance students' learning. For example, I could have printed off their pictures, and asked students to undertake a dictionary task, or perhaps ask students to pick 10 words from their 'not sure/don't know' pile that they will aim to learn by the end of the week. This is important in order to foster the skills which add to their knowledge.
Documentation of Evidence
1. A formative Assessment
“This was an innovative and successful activity.”
- University Supervisor's observation notes, 28/8/12
Please watch and listen to the slideshow below.
Click on the image to zoom in/out.
- University Supervisor's observation notes, 28/8/12
Please watch and listen to the slideshow below.
Click on the image to zoom in/out.
Action Plan
As mentioned in Standard 1&2, Socrative is a program that I would like to incorporate into my classroom activities. It is a smart student response system where students input answers, and teachers can provide immediate feedback. There are a number of different ways in which Socrative can be used; a short pre-designed quiz element, anonymous feedback system from students, reflective tasks ("What did I learn today? What do I need to do to improve my learning?"). One particularly appealing element of Socrative is that student results can be tracked electronically, and that students are held accountable for their answers, because they need to input their own names into the programs. Although answers may appear anonymous to other students, teachers have a different view and will be able to monitor student input. Students are also held accountable because as the students input their final answers, the program will show who has completed the quiz.
Teachers can also ask a question verbally in class, for example, "On a scale from 1 -10, do you feel you thoroughly understand this concept?". Students can anonymously provide feedback through this program, and it automatically generates a graph. It will also be able to help me keep track of what concepts students feel they struggle with, so that I can adjust or revise material with students.
I will be developing activities, which may revolve around spelling, sentence structure and comprehension to be integrated into next year's program. This will give a 'game-like' element to assessments for students, and hopefully build their resilience in working under pressure.
Teachers can also ask a question verbally in class, for example, "On a scale from 1 -10, do you feel you thoroughly understand this concept?". Students can anonymously provide feedback through this program, and it automatically generates a graph. It will also be able to help me keep track of what concepts students feel they struggle with, so that I can adjust or revise material with students.
I will be developing activities, which may revolve around spelling, sentence structure and comprehension to be integrated into next year's program. This will give a 'game-like' element to assessments for students, and hopefully build their resilience in working under pressure.