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Period: to
Attribute Development Reporting & Assessment
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2- Assessment For Learning
The assessment tasks set for formative and summative assessment also served as assessments for, of and as learning. The formative assessment activity ’30 Second Speech’ is an assessment for learning as I utilised it as a tool for assessing future learning needs of students. -
2- Assessment As Learning
The evidence of assessment as learning is an activity where students evaluated each other’s work, thereby employing higher order thinking techniques to then apply these critiques to their own understandings. -
2- Assessment Of Learning
The summative assessment task ‘I Want My Name to Mean Me’ was an assessment of learning as it established students’ progress at a particular point in their learning. -
1- Lesson Plans: Formative Assessment
The following lesson plans and reflections highlight activities used for both formative and summative assessments. In my first lesson with all three Year 11 classes I ran an activity called ’30 Second Speech’ to establish prior knowledge of the topic and assess their understanding at that point in time. -
1- Lesson Plans: Summative Assessment
The summative assessment, featured also in the ICT section of this site, was used to assess students’ understanding at a mid-point in the unit, before undertaking the SAC, and to provide parents with an evaluative mark for their child’s progress. -
3- Observation Notes
I made notes during the classes I observed during rounds and made notations on how other teachers address assessment. These included phrases used when speaking to students about how to approach their assignments and in giving feedback to students on their work. These helped inform my approaches to assessments with students; how to clarify instructions for them, give them choices and responsibility for their learning, and how to be respectful and thoughtful when handling feedback. -
1- Student Work and Assessments
I was responsible for assessing over 70 students’ assignments for this task, which gave me an intensive practical exercise in understanding of formative and summative assessments. This assessment task was very helpful as an assessment tool as it functioned bot as a summative assessment for a period of learning in a unit but also enabled me to tailor future lessons to address students’ needs in the remainder of the unit, and therefore functioned also as a formative assessment. -
1- Student Work and Assessments
I was responsible for assessing over 70 students’ assignments for this task, which gave me an intensive practical exercise in understanding of formative and summative assessments. This assessment task was very helpful as an assessment tool as it functioned bot as a summative assessment for a period of learning in a unit but also enabled me to tailor future lessons to address students’ needs in the remainder of the unit, and therefore functioned also as a formative assessment. -
1- Student Work and Assessments
I was responsible for assessing over 70 students’ assignments for this task, which gave me an intensive practical exercise in understanding of formative and summative assessments. This assessment task was very helpful as an assessment tool as it functioned bot as a summative assessment for a period of learning in a unit but also enabled me to tailor future lessons to address students’ needs in the remainder of the unit, and therefore functioned also as a formative assessment. -
3- Supervisor Feedback
I spoke to fellow teachers during these rounds about their assessment practices and my own. I sought feedback from my supervisor on assessments and reporting, and she provided me with constructive and positive feedback on my ability and development of this attribute. -
5- Reflections of Parent Teacher Interviews
As part of my reflective practices, I evaluated my involvement in the Parent Teacher interviews during rounds. I was very appreciative of this opportunity as I was able to put into practice theories of reporting and professional relationships between colleagues and parents. -
4- Reflection of Assessment Practice
After completing this placement round, I reflected on the effectiveness of the assessment task I set, its implementation and the positive and negative considerations of it. -
4- Student Feedback
As part of my reflective practices, and development of ICT skills, I invited students to complete a Google docs survey of my teaching practices, based on PoLT. Their responses were generally positive, however, at least 2 students felt that the assessment criteria need to be better explained or that they did not receive constructive feedback. On evaluating this assessment task I have taken these considerations into my planning for my next round of placement in June. -
4- Student Feedback
As part of my reflective practices, and development of ICT skills, I invited students to complete a Google docs survey of my teaching practices, based on PoLT. Their responses were generally positive, however, at least 2 students felt that the assessment criteria need to be better explained or that they did not receive constructive feedback. On evaluating this assessment task I have taken these considerations into my planning for my next round of placement in June. -
4- Student Feedback
As part of my reflective practices, and development of ICT skills, I invited students to complete a Google docs survey of my teaching practices, based on PoLT. Their responses were generally positive, however, at least 2 students felt that the assessment criteria need to be better explained or that they did not receive constructive feedback. On evaluating this assessment task I have taken these considerations into my planning for my next round of placement in June.
