Tag: Focus Area 5.1

5.1 Assess student learning

Graduate teacher: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

Proficient teacher: Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.

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Formative Assessment

During a unit of work in Maths the majority of the students demonstrated confidence in applying the concepts of fractions. Prior to the beginning of the next lesson all students were provided with a simple formative assessment on fractions. Students were given different sized shapes and different fractions to ensure what they were demonstrating was authentic knowledge. This enabled me to correctly and very quickly identify which students had understood the concepts and were ready for extension and which students required further intervention and practice in fractions.

This formative assessment demonstrates my knowledge and ability to develop assessments  and assess students in order to inform me to prepare future lessons. This is evidence towards focus area 5.1 and focus area 5.4.

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Sun, Earth and Moon Diagnostic Assessment

IMG_0618 IMG_0622During the initial lesson of a space unit for Science with my year 5/6 class I initially asked students to stand in a part of the room based on the claim they believed to be true. All students stood by the claim that the Earth orbited the Sun and the Moon orbited the Earth. No students stood in any of the other incorrect claims. I considered that the diagnostic assessment was not demonstrating a true reflection of the students’ knowledge, so at the start of the next lesson I requested that the students draw a diagram of the claim they believed to be true. This diagnostic assessment provided an accurate diagnostic assessment of the students’s knowledge because students were not influenced by the choices their peers were making. This diagnostic assessment provides evidence towards focus area 5.1.

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Time Assessment

IMG_0064This time assessment sheet provides evidence towards focus area 5.1.

This diagnostic assessment was completed by a year 5/6 streamed maths group to determine the content that needed to be taught in a unit on time. From this assessment I was able to ascertain that this student,  was able to tell the time to the o’clock, half-past, quarter past/to but demonstrated they had not yet learnt to tell the time to the minute and five minute. 

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Student self-assessment

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This self-assessment rubric was used by my class of year 5/6 students after group oral presentations. The students were provided with the rubric prior to their presentation and had the opportunity to refer to the rubric when they provided peer feedback to other groups presenting. By providing the students with the opportunity to read through the rubric before their presentation allowed them to refine and understand what was required. The rubric was kept simple with the elements to be considered in order not to overwhelm the students who had not had very much experience in oral presentations before. Allowing peer feedback provided students to reflect on the feedback they received in order to self-assess themselves accurately. This self-assessment practice and rubric demonstrates achievement towards focus area 5.1.