Assessing student achievement
3.1.5 Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes.
The following evidence originates from both 2012 practical and 2013 practical.
2012 practical information has been kept for future reflection on progress.
Please refer to 2013 practical for most current evidence.
The following evidence originates from both 2012 practical and 2013 practical.
2012 practical information has been kept for future reflection on progress.
Please refer to 2013 practical for most current evidence.
Assessment strategies
2012 Practical
My exposure to this area was limited due to my practical being early in the teaching semester and before theoretical component. This meant that most of the content necessary for my learning was not available until my prac had been completed. Here are versions of assessment that indicate learning and application of unit materials. Feedback and knowledge was given by my mentor on assessment techniques.
My exposure to this area was limited due to my practical being early in the teaching semester and before theoretical component. This meant that most of the content necessary for my learning was not available until my prac had been completed. Here are versions of assessment that indicate learning and application of unit materials. Feedback and knowledge was given by my mentor on assessment techniques.
Evidence:
Stage 1 Assessment worksheet subtraction version 1 Stage 1 Assessment worksheet subtraction version 2 |
Evidence:
Stage 1 Assessment worksheet fractions version 1 Stage 1 Assessment worksheet fractions version 2 |
Reflection/Improvement:
One habit that I developed was to have students bring their work out for marking - put into a pile - open at the page to be marked. This helped not only in finding the work to be marked and saving time, but, to remove bias from my assessment. The students handwriting had not become familiar to me at this stage and so I was able to mark without knowing who the work belonged to. This, in my opinion, allowed me to have an unbiased, non-judgmental, objective view of the work.
An improvement with assessment would be to develop a system to record observations in a systemic and accurate way. Perhaps an electronic form with checkboxes as there is little time during lessons to record alot of information.
Feedback from school presentation: Not all lessons will need formal assessment. You will deliver lessons in topics first then choose a session to focus on assessment of the outcomes. Using a checkbox system sometimes helps. Anecdotal notes are kept for the extremes - for example the highest and lowest achievers and all other students fall in between these results.
One habit that I developed was to have students bring their work out for marking - put into a pile - open at the page to be marked. This helped not only in finding the work to be marked and saving time, but, to remove bias from my assessment. The students handwriting had not become familiar to me at this stage and so I was able to mark without knowing who the work belonged to. This, in my opinion, allowed me to have an unbiased, non-judgmental, objective view of the work.
An improvement with assessment would be to develop a system to record observations in a systemic and accurate way. Perhaps an electronic form with checkboxes as there is little time during lessons to record alot of information.
Feedback from school presentation: Not all lessons will need formal assessment. You will deliver lessons in topics first then choose a session to focus on assessment of the outcomes. Using a checkbox system sometimes helps. Anecdotal notes are kept for the extremes - for example the highest and lowest achievers and all other students fall in between these results.
2013 Practical evidence
During this practical I experienced many opportunities to design, develop, implement and evaluate assessment strategies. My learning and improvement in this area still can improve by creating valid assessments for my programs.
All assessments, even commercially produced assessments require scrutinisation before using. One example of this is Position assessment - question 2 has different point of aspect for each part answers. Therefore this was not a valid assessment due to ambiguity.
One idea I trialed during practical is to ask 'fast finishers' to turn the assessment over and come up with their own number problems but harder numbers than the test, or to include a graphic where they would colour to answer questions - these were also used to assess understanding and I found that many students did extraordinary work - far higher than the difficulty of the assessment. Was this because of the 'open' endedness of the task or that they felt they were not being tested? I would LOVE to follow this up with in class research on this topic. I will certainly keep using this strategy.
Evidence:
Pre test Addition to 30 example 1
Pre test Addition to 30 example 2
Pre test class analysis
Post test Addition to 30 example 1
Position assessment example
Read write and order numbers assessment - designed, developed and implemented for stage program.
Ordinal numbers assessment - designed, developed and implemented for my class.
All assessments, even commercially produced assessments require scrutinisation before using. One example of this is Position assessment - question 2 has different point of aspect for each part answers. Therefore this was not a valid assessment due to ambiguity.
One idea I trialed during practical is to ask 'fast finishers' to turn the assessment over and come up with their own number problems but harder numbers than the test, or to include a graphic where they would colour to answer questions - these were also used to assess understanding and I found that many students did extraordinary work - far higher than the difficulty of the assessment. Was this because of the 'open' endedness of the task or that they felt they were not being tested? I would LOVE to follow this up with in class research on this topic. I will certainly keep using this strategy.
Evidence:
Pre test Addition to 30 example 1
Pre test Addition to 30 example 2
Pre test class analysis
Post test Addition to 30 example 1
Position assessment example
Read write and order numbers assessment - designed, developed and implemented for stage program.
Ordinal numbers assessment - designed, developed and implemented for my class.