Professional PRACTICE
5.1. Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
A critical part of my job as a teacher is assessing and reporting to ensure students understand the content and succeed. I develop clear and coherent assessments for all students and ensure they understand the purpose of the assessment, the learning they will be required to demonstrate, and what they require of them. I then articulate their learning through assessment and feedback. Assessment and learning activities support students achieving performance standards outlined in SACE and ACARA documents.
Each assessment is set up with a task description, scaffold and assessment rubric that enables students to see clearly what is required of them and for me as a teacher to then assess them. This can be seen in my use of SEQTA Online Lessons, Youtube Video Creation and the Assessment Sheets.
Additionally, at any point, if I need to contact home (for those at risk or to affirm positive behaviour), I will inform students of that and what I am going to be saying. Formative assessment is utilised to provide a continuous assessment within class time and as students require or request it. Formative strategies include conversations in class, interactive video/worksheet, and the drafting process.
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
A critical part of my job as a teacher is assessing and reporting to ensure students understand the content and succeed. I develop clear and coherent assessments for all students and ensure they understand the purpose of the assessment, the learning they will be required to demonstrate, and what they require of them. I then articulate their learning through assessment and feedback. Assessment and learning activities support students achieving performance standards outlined in SACE and ACARA documents.
Each assessment is set up with a task description, scaffold and assessment rubric that enables students to see clearly what is required of them and for me as a teacher to then assess them. This can be seen in my use of SEQTA Online Lessons, Youtube Video Creation and the Assessment Sheets.
Additionally, at any point, if I need to contact home (for those at risk or to affirm positive behaviour), I will inform students of that and what I am going to be saying. Formative assessment is utilised to provide a continuous assessment within class time and as students require or request it. Formative strategies include conversations in class, interactive video/worksheet, and the drafting process.
Evidence:
- Assessment Introduction Video/PTT
- Formative & Summative Assessment - Safe Food Handling, Year 10
5.2. Provide feedback to students on their learning
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Feedback gives students examples of what they have done well and what needs improvement. Articulate where their learning is at in regards to the outlined performance indicators.
I can provide students with feedback in a constructive and timely manner that enables them to grow in my subject and ensure that parents/caregivers are across their child’s development. Using SEQTA as a means for assessment has enabled timely feedback.
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Feedback gives students examples of what they have done well and what needs improvement. Articulate where their learning is at in regards to the outlined performance indicators.
I can provide students with feedback in a constructive and timely manner that enables them to grow in my subject and ensure that parents/caregivers are across their child’s development. Using SEQTA as a means for assessment has enabled timely feedback.
Evidence:
- Rubric, Comments on SEQTA, Stage 2 Food & Hospitality.
5.3. Make consistent and comparable judgements
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Samples are provided to students to support their learning; this also supports me to explain task requirements and desired content that might need to be addressed.
I use previous assessments submitted to SACE for moderation to ensure my marking is consistent; I can compare assessment tasks to ensure grades are fair and consistent across years and for each grade band. This process was something I used in Food & Hospitality during 2020. The effectiveness of this was shown in the assessment report provided by SACE, which showed my assessment and marking for School-Based Assessment was consistent, accurate and remained unchanged. This process is also supported by using feedback from moderation activities effectively to improve students learning. I also, when in doubt, will seek the counsel of my more experienced colleagues to make consistent and comparable judgements.
I seek feedback and collaborate with my colleagues to ensure that tasks are moderated and the same grades are allocated across year levels and years. When starting food and hospitality teaching and when I am stuck on assessing a particular task, I will see counsel from my faculty and have them confirm or provide notes on grades I have given. Then provide valuable learning for my colleagues and me.
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Samples are provided to students to support their learning; this also supports me to explain task requirements and desired content that might need to be addressed.
I use previous assessments submitted to SACE for moderation to ensure my marking is consistent; I can compare assessment tasks to ensure grades are fair and consistent across years and for each grade band. This process was something I used in Food & Hospitality during 2020. The effectiveness of this was shown in the assessment report provided by SACE, which showed my assessment and marking for School-Based Assessment was consistent, accurate and remained unchanged. This process is also supported by using feedback from moderation activities effectively to improve students learning. I also, when in doubt, will seek the counsel of my more experienced colleagues to make consistent and comparable judgements.
I seek feedback and collaborate with my colleagues to ensure that tasks are moderated and the same grades are allocated across year levels and years. When starting food and hospitality teaching and when I am stuck on assessing a particular task, I will see counsel from my faculty and have them confirm or provide notes on grades I have given. Then provide valuable learning for my colleagues and me.
Evidence:
- Assessor Report, Stage 2 Food & Hospitality (annonated)
- SACE Results 2020, Stage 2 Food and Hospitality
5.4. Interpret student data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
To support the interpreting of student data, I record feedback in general terms to evaluate programs or lessons and then identify further development areas. This means providing specific feedback to students but then also provides general feedback to the whole class that shows the strengths and challenges students had in each grade band. This can be seen in Year 9 Religion, 2019. This supports students in understanding their development and then for me as a teacher to make a road map for success in further assessment tasks and learning activities.
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
To support the interpreting of student data, I record feedback in general terms to evaluate programs or lessons and then identify further development areas. This means providing specific feedback to students but then also provides general feedback to the whole class that shows the strengths and challenges students had in each grade band. This can be seen in Year 9 Religion, 2019. This supports students in understanding their development and then for me as a teacher to make a road map for success in further assessment tasks and learning activities.
Evidence:
- Year 9 Religion, Image of Mary Assessment Feedback Document
5.5. Report on student achievement
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
I partake in the following reporting throughout the year:
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
I partake in the following reporting throughout the year:
- Every 5-8 weeks – assessment grades and comments published. On-going feedback and reporting on achievement support the development of students in my subjects.
- Term 1, 3 – progress comments (these show constructive, accurate and appropriate comments that show that I know my students and where they are at)
- Term 2,4 – report grades (this is a representation of the semester-based course and is an overall achievement grade)
- Term 2,3 – Parent Student Teacher Learning Conversations (I request specific students, but parents/caregivers also have the opportunities to make bookings and then seek feedback)
Evidence:
- PT Notes Collection
- Report System Screen Shots