Standard 4 - Teachers plan and assess for effective learning
Assessment and planning are fundamental elements to creating an effective and successful classroom. High quality educators frequently use both formative and summative assessment (in various formats) to provide students with contextual, challenging and informative learning experiences (Santiago, Donaldson, Herman & Shewbridge, 2011).
Assessment as learning, for learning and of learning all address different areas of the learning process, however they all influence the educator’s understanding of students’ prior knowledge, which in turn informs subsequent lessons to ensure scaffolding for individual students occur (Santiago, Donaldson, Herman & Shewbridge, 2011).
I have collected multiple artefacts demonstrating my understanding of the planning and assessment process. This standard is, on a professional level, an area I would like to explore further and put a lot of effort into during my final placement.
Assessment should be a communicative tool for students (for interpersonal development), teachers (to ensure curriculum standards are being met), families and the school community (to display their child’s learning progression over a period of time) (Northern Territory Department of Education and Children’s Services, 2009; Santiago, Donaldson, Herman & Shewbridge, 2011).
Planning could not take place effectively without consistent evaluation of students’ abilities and understandings (New Zealand Education Review Office, 2008; Pearce & Verlann, 2012). Educators should use the data they collect effectively to integrate rich and contextually relevant resources into achieving standards and expectations.
Assessment as learning, for learning and of learning all address different areas of the learning process, however they all influence the educator’s understanding of students’ prior knowledge, which in turn informs subsequent lessons to ensure scaffolding for individual students occur (Santiago, Donaldson, Herman & Shewbridge, 2011).
I have collected multiple artefacts demonstrating my understanding of the planning and assessment process. This standard is, on a professional level, an area I would like to explore further and put a lot of effort into during my final placement.
Assessment should be a communicative tool for students (for interpersonal development), teachers (to ensure curriculum standards are being met), families and the school community (to display their child’s learning progression over a period of time) (Northern Territory Department of Education and Children’s Services, 2009; Santiago, Donaldson, Herman & Shewbridge, 2011).
Planning could not take place effectively without consistent evaluation of students’ abilities and understandings (New Zealand Education Review Office, 2008; Pearce & Verlann, 2012). Educators should use the data they collect effectively to integrate rich and contextually relevant resources into achieving standards and expectations.
Artefact 2 - 'What is a force?' Lesson Plan
This lesson was taught on my first day of the second phase of my final practicum. This lesson was the commencement of the scientific side of Toy Technology, the unit I was planning and undertaking during the entire block placement. This lesson demonstrates my ability to use two different formats of formative assessment. They both assisted me in informing my future lessons. The lesson plan includes my Associate Teacher's comment, as well as my own professional reflection at the end. I have also provided the PowerPoint I created to guide the formative assessment discussion.
This lesson was taught on my first day of the second phase of my final practicum. This lesson was the commencement of the scientific side of Toy Technology, the unit I was planning and undertaking during the entire block placement. This lesson demonstrates my ability to use two different formats of formative assessment. They both assisted me in informing my future lessons. The lesson plan includes my Associate Teacher's comment, as well as my own professional reflection at the end. I have also provided the PowerPoint I created to guide the formative assessment discussion.
|
|
Artefact 2 - Science unit group assessment
In semester one of this year (2013), four of my peers and I collaborated on a science unit for year five and six students on Scale and Measurement. We chose a navigational theme which linked in with our Indigenous Knowledge pedagogical approach we were given. This assignment would not have succeeded without strong team work, clear and open communication and integrating our strengths and areas of expertise to create an engaging sequence of lessons. Our second lesson was constructed after we assessed the completion of the first lesson with a group of students.
In semester one of this year (2013), four of my peers and I collaborated on a science unit for year five and six students on Scale and Measurement. We chose a navigational theme which linked in with our Indigenous Knowledge pedagogical approach we were given. This assignment would not have succeeded without strong team work, clear and open communication and integrating our strengths and areas of expertise to create an engaging sequence of lessons. Our second lesson was constructed after we assessed the completion of the first lesson with a group of students.
|
Artefact 3 - Level 5 Literacy Unit
This was an assessment I completed in 2012, based on a website, television show and book My Place by Nadia Wheatley and Donna Rawlins. It was a unit, which required me to consider (for the first time) the year five level curriculum expectations, abilities and prior understandings. Additionally, it made me reflect on strategies and concepts to design a lesson to be engaging, relevant, informative and challenging to develop effective literacy development. This assessment was a challenge, however it was a considerable assistance in my succeeding placement in a grade five classroom.
My Place Literacy Unit 2012 | |
File Size: | 243 kb |
File Type: |
Standard 4 Characteristics
These artefacts (1, 2 & 3) demonstrates my achievement of these characteristics: - Use their professional knowledge to establish clear, challenging and achievable learning goals for students as individuals and groups (1, 2, 3) - Design lessons and unit plans which integrate a range of activities, resources, and materials to support learning, including the use of ICT and other learning technologies (1, 2, 3) - Evaluate student responses and work samples, using a variety of strategies and tools to make appropriate assessments of learning and plans for future teaching and learning (1, 2, 3) - Plan learning sequences and units which are consistent with curriculum statements, frameworks and assessment structures commonly used in schools (1, 2, 3) - Monitor and record student learning, providing appropriate feedback to students on their progress and how to improve, and for reporting to parents (1, 2) (Victorian Institute of Teaching, 2009) |