Artefact: Student Work Samples and Success Criteria.
Whilst working with my Year 5 students, I was asked to organise a task on the concepts of Elapsed time and am/pm notations half-way through a Mathematics Unit of Work to gauge student learning (formative assessment) and consequently modify teaching practice accordingly (5.4.1).
The task requirements were for each student to create a classroom timetable for their 2020 school year.
These samples show that appropriate feedback, linked to Curriculum and focused on Indicators of learning was provided for students on their performance (5.2.1). This assessment for learning helped me improve my teaching practice as I noticed that some students needed to be further scaffolded on the concepts being taught whilst others were ready to move on with their learning. Evaluation of students work and interpretations of data with my supervisor, led us to modify the teaching and learning sequence to better differentiate for and engage all learners (5.4.1).
Masters (2013) argued that assessment is integral to effective teaching practice at every point of the teaching cycle. My purpose for assessment at mid-point, was to establish where my students are in their learning, determine what additional support or explicit instruction they might need, give them feedback about their progress and adapt my teaching practice accordingly.
Quality assessment, according to Duchesne & McMaugh (2016), must involve quality evaluation (interpretation of student data 5.4.1). To be fair and transparent in my judgement I consulted with my supervising teacher and asked her to moderate my feedback/ does it align with the aims of learning? Is it consistent and accurate? Her judgement correlated with mine as it was evaluated according to what was taught which ensured its fairness and validity.
The primary purpose of this assessment was to improve student learning. Students learnt where they are at through feedback and teacher (me) evaluated the effectiveness of her instruction through data interpretation. I will continue to use quality assessments to guide my teaching and ensure that my students are constantly provided with timely and appropriate feedback (Words: 320).
Standard 5: Assess, provide feedback and report on student learning
Focus areas:
Provide feedback to students on their learning (5.2.1). Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Interpret student data (5.4.1). Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
