Reflecting on assessment and reporting...Reflection is a powerful learning tool to be encouraged in any situation.
Below are my reflections on assessing students and reporting to stakeholders. Unfortunately, my prac preceeded theory on this subject for a number of reasons which led to the situation where I could not apply learnt knowledge. |
Assessment
During prac I became acutely aware of my short comings in this area. Of course this is what to expect of a novice in a field.
Challenges that I faced are listed below. These challenges are not and nor they should be ever completely resolved, for it is when you believe you are an expert that you may indeed miss opportunities to improve.
Challenges that I faced are listed below. These challenges are not and nor they should be ever completely resolved, for it is when you believe you are an expert that you may indeed miss opportunities to improve.
Challenge
Development of assessment that covers all outcomes Development of written assessment that identifies levels of achievement (basic, sound, high). Unbiased assessment assess work not student. Consistent assessment - in some assessments it was difficult to remain objective as there was a certain element of interpretation and own judgement necessary to decifer what the student had actually meant (without confirming with the student). Occasionally I would find myself marking with the thought of the characteristics of the student rather than on their result. For example one student was below age milestone for fine motor skills and the worksheet included having to draw lines around several objects. This childs motor skills led to an answer that was ambiguous. |
Solutions attempted
Work backwards - very good advice from mentor - begin programming by developing assessment first that cover intended learning outcomes. Inclusion of teacher indicators on assessment worksheet such as subscript symbols for basic, sound or high). (Also good advice from mentor. When assessment was in workbooks, students are asked to leave book open at page of work and place into marking pile, that way, I am not influenced by who the student is (although after a while you will recognise handwriting and style). When assessment response was unclear or ambiguous, clarification with student is ok. For example one student answered a question in a maths assessment in a 'creative, artistic' way that made interpretation unclear. When clarified with student the response was indeed correct. Having example levels of achievement to refer to assists in plotting achievement. Conferring with other teachers (certainly with mentor) assisted greatly. Revisiting student work after marking others - leave unmarked until I am certain and happy that my marking is accurate, unbiased and fair. |
Reporting
I have not had the experience during prac to fulfil this requirement.
Presentation of mini-portfolio
What an amazing opportunity to be able to spend time with my mentor and assistant principal. The feedback was wonderful. The atmosphere was that of openess and I felt comfortable asking for advice after reflecting on my work and areas I need improvement in. It would be great to have more time to talk over elements of teaching. I guess that happens in the staffroom - a resource that I have still yet to use! I am sometimes reluctant to dicuss my questions, especially over someones lunch break! Don't want to bother anyone. But, teaching is a culture where everyone learns form each other.