5.1 Assess student learningAssessing student learning is an integral part of being a teacher. Sample 5.1 shows a spreadsheet that I use to record the information that I have received from students completing various tasks in my literacy and maths units of work. These tasks range from group assignments to task cards to individual work. I begin my units of work with a diagnostic task, with the task in Sample 5.1 being simple multiplication with an introduction to decimal multiplication being included near the conclusion of the lesson. The tasks following that were formative assessments that I used to track student achievement and create differentiated maths groups to further assist learning. This culminated in a summative task which took the form of a simple maths test where students had to use decimals, fractions, and percentages to solve equations. I could then use the data from the summative assessment to analyse where students have misconceptions in their learning.
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Sample 5.1 - Records Spreadsheet |
Sample 5.2 - Student Feedback |
5.2 Provide feedback to students on their learningAs part of my role as a teacher, I am constantly giving feedback to my students. Sample 5.2 is a completed marking rubric showcasing some of the feedback that was given to students during a "Make-a-Game" unit of work. Students were given the marking rubric at the beginning of the unit, and they received oral feedback throughout the completion of the unit in alignment to what was expected of them on this criteria. At the conclusion of the unit, students had to hand in all the work they had completed and give an oral presentation on their board game. Notes were taken on this collected work and what the students presented, and was immediately fed back to the students. After my feedback was given, one other group also had to feedback to the presenting group. Finally, the completed criteria sheet for each group was marked, photocopied, and returned to each group during the following maths lesson. Students were encouraged to discuss anything they did not understand on the marking key.
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5.3 Make consistent and comparable judgements |
Sample 5.3 - Judging Standards |
As a teacher, it is important for my assessment of students' abilities to be accurate in order to better create tailored learning programs. One way I do this is by using the Australian Judging Standards as a benchmark for student achievement and moderating work samples against samples from other teachers (Sample 5.3). This allows me to make fair and comparable judgements, which in turn allows me to better assess and modify my own teaching practice as I determine whether set outcomes were met.
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Sample 5.4 - Differentiate Maths Groups
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5.4 Interpret student dataUsing data similar to that seen in Sample 5.1, I created differentiated maths groups that allowed me to target the individual learning needs of my students. Sample 5.4 showcases an example of these differentiated maths groups and some of the tasks that were used to engage students. Task 1, aimed at students who needed the most support as they did not understand place value, was guided by the education assistant. Task 2, a task aimed at students who got some of the basics of converting between fractions, decimals, and percentages but were still reliant on help, were aided my the mentor teacher. Task 3 had students creating a number line between zero and one and placing the conversions in the correct places. Task 4 saw students creating their own number line using digits over a whole. Task 5 was an attempt to challenge those learners who grasped these concepts, many of which enjoyed the challenge. Students who successfully completed one task were to move onto the next in order to further develop their skills. These differentiated groups enabled me to target the weaknesses in each student's abilities in order to ensure that learning occurred.
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