Standard 5
This page is structured with an explanation of each of domain under standard 5. This will serve as an explanation to why each set of evidence has been selected.
Each piece of evidence with an explanation of what it is, then clearly states which domain is being illustrated.
This page is structured with an explanation of each of domain under standard 5. This will serve as an explanation to why each set of evidence has been selected.
Each piece of evidence with an explanation of what it is, then clearly states which domain is being illustrated.
5.1
Assess student learning |
5.2
Provide feedback to students on their learning |
Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
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Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
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5.3
Make consistent and comparable judgements |
5.4
Interpret student data |
Understand and participate in assessment moderation activities to support consistent and comparable judgments of student learning.
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Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.
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5.5
Report on student achievement
Report on student achievement
Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records.
Evidence
My Illustration of assessing, providing feedback and report on student learning include pre-assessing students to understand students readiness and need, moderation of assessment, assessment feedback, SEQTA marks book and reporting and creating effective rubrics and then marking using it.
Use of pre-assessment
Pre-assessment can be quite useful in gauging a understanding and knowledge of where students are at. I often use a pre-assessment at the beginning of a topic to understand what they remember from the previous year and where they lack skills and knowledge. This will determine students readiness for the unit and where I will start there learning.
This piece of evidence meets the standards listed above 5.1, 5.4
Pre-assessment can be quite useful in gauging a understanding and knowledge of where students are at. I often use a pre-assessment at the beginning of a topic to understand what they remember from the previous year and where they lack skills and knowledge. This will determine students readiness for the unit and where I will start there learning.
This piece of evidence meets the standards listed above 5.1, 5.4
This is some data I collected from a year 6 diagnostic test (pre-assessment) my year 8's did at the start of the year. This was given to them before they started any of the Year 8 Maths curriculum. This gave me an understanding of where students were at before we started and which units I would need to spend more time on. From the data I could see Money and Financial Maths was an area of weakness for my students.
Moderation of assessment
Within the Port Lincoln Maths and Science faculty we often spend some time in the year moderating each others work. This allows us to compare out teaching and marking to provide more consistent feedback to students.
Also, as part of Stage 2 my students work gets sent of to moderation at the end of the year. This means that my grading and assessments are compared to other teachers and gives me an understanding of how I am going in these areas. Below are the results of my Stage 2 Moderation for 2019.
These pieces of evidence meets the standards listed above 5.2, 5.3
Within the Port Lincoln Maths and Science faculty we often spend some time in the year moderating each others work. This allows us to compare out teaching and marking to provide more consistent feedback to students.
Also, as part of Stage 2 my students work gets sent of to moderation at the end of the year. This means that my grading and assessments are compared to other teachers and gives me an understanding of how I am going in these areas. Below are the results of my Stage 2 Moderation for 2019.
These pieces of evidence meets the standards listed above 5.2, 5.3
Assessment Feedback
Every assignment that my students hand up to me I assure that I give timely, effective and appropriate feedback. This usually incorporates the idea of a compliment sandwich. It will start with a positive comment, have some constructive feedback in the middle and finish with another positive comment. I often get students to use SEQTA to reflect on their feedback, so they understand why they received the mark they did. Below are some examples.
This pieces of evidence meets the standards listed above 5.2, 5.3, 5.5
Every assignment that my students hand up to me I assure that I give timely, effective and appropriate feedback. This usually incorporates the idea of a compliment sandwich. It will start with a positive comment, have some constructive feedback in the middle and finish with another positive comment. I often get students to use SEQTA to reflect on their feedback, so they understand why they received the mark they did. Below are some examples.
This pieces of evidence meets the standards listed above 5.2, 5.3, 5.5
SEQTA Marks Book and Reporting
When marking students work, I always record marks into SETQA. This allows me to compare marks given to other students and make judgements. It also allows me to determine which students are falling behind in work.
Below is two examples of my SEQTA Marks book. The first is a Middle School example and the second is a Senior School example.
These pieces of evidence meets the standards listed above 5.1, 5.2, 5.3, 5.4, 5.5
When marking students work, I always record marks into SETQA. This allows me to compare marks given to other students and make judgements. It also allows me to determine which students are falling behind in work.
Below is two examples of my SEQTA Marks book. The first is a Middle School example and the second is a Senior School example.
These pieces of evidence meets the standards listed above 5.1, 5.2, 5.3, 5.4, 5.5
Creating and using Rubrics
Rubrics are an effective way to provide consistency in evaluating students work.
Below is an example of two rubrics. The first rubric is a rubric I used for middle school maths. The second is a rubric I used for Physical Education when students undertake a SEPEP unit.
These pieces of evidence meets the standards listed above 5.1, 5.2, 5.3, 5.5
Rubrics are an effective way to provide consistency in evaluating students work.
Below is an example of two rubrics. The first rubric is a rubric I used for middle school maths. The second is a rubric I used for Physical Education when students undertake a SEPEP unit.
These pieces of evidence meets the standards listed above 5.1, 5.2, 5.3, 5.5