Assess to direct
3.1.10 Demonstrate an understanding of the principles and practices for using student assessment results to reflect on lesson sequences and inform further planning of teaching and learning.
Assess to teach
Information gathered from assessments (formative and summative) are used to plan further teaching.
Self-assessment at the end of the lesson can help to prepare discourse in the next session. Using the 'muddiest point' strategy, students are asked to write a short note to the lecturer on what they found was the hardest element of the lesson. These then are used to alter teaching for the next session to summarise and recap areas of need.
Self-assessment at the end of the lesson can help to prepare discourse in the next session. Using the 'muddiest point' strategy, students are asked to write a short note to the lecturer on what they found was the hardest element of the lesson. These then are used to alter teaching for the next session to summarise and recap areas of need.
Evidence
Real-time assessment leads direction of lesson.
During a class on volume and capacity there were a number of students who courageously admitted to being unclear on these topics. My teaching then focussed on showing concrete examples of what volume and capacity were. The students felt that they knew this concept after this explanation, however, it was seen that at the post assessment of the topic, those students had not grasped the concept. Reflection: Involve students in lesson more. Have students verbalise understanding or demonstrate it with concrete materials.
Development of assessment first, program last "Working backwards".
Evidence:
During my first practical placement I taught sequenced lessons in fractions. The process undertook was as follows:
1. Review previous work on fractions
2. Consult curriculum outcomes
3. Prepare assessment worksheet on fractions (1/2, 1/4 & 1/8)
4. Develop lessons. (Lesson Plan "Introduction to fractions")
5. Deliver lessons (Notebook lesson introduction).
6. Conduct formative assessment
7. Alter lessons to suit (Lesson Plan "Fractions revision")
8. Deliver lessons & revision (Notebook lesson consolidation and revision).
9. Summative assessment version 1 . Summative assessment version 2 (includes achievement levels at each question to assist in teacher mark allocation).
10. Reporting.
Reflection/Improvement:
Positives: I felt my real-time assessment and teaching direction was good in that I assisted those students in understanding content before we moved on. In another lesson when students participated at the interactive whiteboard, asking them to verbalise their work challenged them and I was able to assess whether they really understood.
Negatives: The summative assessments were too short - these would benefit from 2 pages of assessment. There seemed never to be enough time to practice content before an assessment. More situations where concrete materials are used would benefit all students. There didn't seem enough time between lessons to alter future sessions to accommodate all students needs. For example, when 2 students had forgotten their glasses they missed out on most of the workbook activities. The next session needed a good fundamental knowledge to continue and I felt that these students missed this in the previous session.
During a class on volume and capacity there were a number of students who courageously admitted to being unclear on these topics. My teaching then focussed on showing concrete examples of what volume and capacity were. The students felt that they knew this concept after this explanation, however, it was seen that at the post assessment of the topic, those students had not grasped the concept. Reflection: Involve students in lesson more. Have students verbalise understanding or demonstrate it with concrete materials.
Development of assessment first, program last "Working backwards".
Evidence:
During my first practical placement I taught sequenced lessons in fractions. The process undertook was as follows:
1. Review previous work on fractions
2. Consult curriculum outcomes
3. Prepare assessment worksheet on fractions (1/2, 1/4 & 1/8)
4. Develop lessons. (Lesson Plan "Introduction to fractions")
5. Deliver lessons (Notebook lesson introduction).
6. Conduct formative assessment
7. Alter lessons to suit (Lesson Plan "Fractions revision")
8. Deliver lessons & revision (Notebook lesson consolidation and revision).
9. Summative assessment version 1 . Summative assessment version 2 (includes achievement levels at each question to assist in teacher mark allocation).
10. Reporting.
Reflection/Improvement:
Positives: I felt my real-time assessment and teaching direction was good in that I assisted those students in understanding content before we moved on. In another lesson when students participated at the interactive whiteboard, asking them to verbalise their work challenged them and I was able to assess whether they really understood.
Negatives: The summative assessments were too short - these would benefit from 2 pages of assessment. There seemed never to be enough time to practice content before an assessment. More situations where concrete materials are used would benefit all students. There didn't seem enough time between lessons to alter future sessions to accommodate all students needs. For example, when 2 students had forgotten their glasses they missed out on most of the workbook activities. The next session needed a good fundamental knowledge to continue and I felt that these students missed this in the previous session.