Standard 5: Assess, provide feedback and report on student learning
Resource 1
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The school's assessment policy informs teachers about the purpose of assessment, the importance of timely feedback and guidelines on what sort of assessments to give according to different year levels.
(Standard 5.2) |
Resource 2
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This is a test that I constructed and gave to the students after I had completed teaching the unit. After seeing their results and feedback the students are able to assess the areas that they need to revise more for the end of semester exam, and the teachers can also use these results to identify any areas that the students do not quite have a grasp of and can therefore revise during class time before the exam.
(Standards 5.2 & 5.4) |
Resource 3
A marking rubric is a good way to give students feedback about an assignment. It not only gives the student written comments about the areas that they completed well and what they needed to work on, but the rubric gives them a visual indication about the specific areas that were done well or that needed improvement.
(Standard 5.5)
(Standard 5.5)
Resource 4
This is an online resource developed and published by the Victorian Department of Education that provides advice and tools to help teachers give assessments and feedback that will enhance teaching and learning outcomes. One resource on this website that would specifically benefit later years teachers is the PowerPoint presentation that can be utilised as part of a professional development session about the different types of assessments and other useful resources.
(Standard 5.1)
(Standard 5.1)
Resource 5
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Year 11 Health Lesson Plan- Revision | |
File Size: | 58 kb |
File Type: | doc |
This lesson plan and copy of student work is from an end of unit revision lesson that I conducted before the test. The students were divided into groups and each were assigned a topic that would be on the test and they were required to create a mind map that summarised the main points of the topic and then present it to the class. This is an example of a formative assessment strategy that allows the students to self-assess and reflect on their knowledge levels of the unit content as well as to give myself the opportunity to give students immediate feedback on any knowledge gaps the may have (Black & William, 1998). When the students presented their mind maps to the class I was able to observe and assess their presentations in order to evaluate their understanding of the concepts. After they had finished their presentation I then took the time to give the students verbal feedback and then modified my teaching practices that I had previously used, to readdress and revise the topics that the students seemed to not quite grasp the concept. It is important that these later year's students have a well-rounded and deep understand of the unit content, especially for this particular Year 11 Health class, as they will be retested on this unit content in their VCE exam next year.
This form of assessment task is also suitable for the later year's students as it allows them to assess their own progress in understanding of the content of the unit's learning objectives (Anonymous, 2011). At this stage of their intellectual development it is important for students to learn how to self-regulate their learning and be able to identify which parts of the curriculum that they have a solid understanding of and which topics they need to further revise and focus on. Conducting this mind map construction and presentation activity gives the students the opportunity to revise the unit content and gauge their levels of understanding of the different topics that will be on the test. This, along with the teacher feedback, will provide the students with the guidance to help them study for the test and assess what topics they need to specifically focus on. This assessment and feedback should subsequently lead to improved student learning outcomes.
(Standards 5.1, 5.2 & 5.4)
References
Anonymous, 2011. Formative assessment: Not just another test. The Education Digest, 76(9), 16-19. Retrieved from http://search.proquest.com/docview/863834157?accountid=12001
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Education: Principles, Policy and Practice, 5(1), 7-74.
This form of assessment task is also suitable for the later year's students as it allows them to assess their own progress in understanding of the content of the unit's learning objectives (Anonymous, 2011). At this stage of their intellectual development it is important for students to learn how to self-regulate their learning and be able to identify which parts of the curriculum that they have a solid understanding of and which topics they need to further revise and focus on. Conducting this mind map construction and presentation activity gives the students the opportunity to revise the unit content and gauge their levels of understanding of the different topics that will be on the test. This, along with the teacher feedback, will provide the students with the guidance to help them study for the test and assess what topics they need to specifically focus on. This assessment and feedback should subsequently lead to improved student learning outcomes.
(Standards 5.1, 5.2 & 5.4)
References
Anonymous, 2011. Formative assessment: Not just another test. The Education Digest, 76(9), 16-19. Retrieved from http://search.proquest.com/docview/863834157?accountid=12001
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Education: Principles, Policy and Practice, 5(1), 7-74.