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

This page provides evidence for meeting Standard 5 (specifically sub-standard 5.1) at a graduate level. 

Three artefacts have been identified for this focus area as they demonstrate my understanding varied understanding of assessment strategies to assess student learning.  

The first artefact is an excerpt from a Stage 6 Year 12 PDHPE lesson I conducted on a professional experience placement. ICT was used to project a slideshow onto the whiteboard for students to follow. This lesson addressed Core 2 Critical Question 3: 'What ethical issues are related to improving performance?' and students learn about syllabus points: "use of technology (training innovation, equipment advances)" (NSWBOSTES, 2012). To begin the lesson addressing training innovations, I planned for an informal diagnostic assessment to be performed via a whole-class brainstorm activity where students were required to identify known training innovations, as well as those shown in the images. This allows me to ascertain the level of prior knowledge of students to inform subsequent teaching. 

The second artefact is an excerpt from a Year 9 PDHPE theory lesson conducted on a professional experience placement. The excerpt is the first page of a revision handout based off 'The Social Dilemma' documentary. In the previous lesson, students watched sections of the documentary and the handout was used to ascertain level of understanding of key concepts around cybersafety and social media use. Thus, this displays my understanding of using informal formative assessment strategies.

The last artefact is an excerpt from a Year 11 PDHPE Exam. This is an example of a formal summative assessment that aims to ascertain the level of understanding and knowledge of students usually after completion of a topic or at the completion of a course. 

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