Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Whole class Number Talks
The use of whole-class number talks as a warm-up activity during Maths lessons allows for the collaborative unpacking of maths problems. Students are able to share numeracy strategies, and receive feedback from their teacher and peers. Teachers are able to assess demonstrated understanding, identify misconceptions and provide timely feedback to students.
Artefact uploaded 22/6/2022
Assessment within Year 3-4 Volume and Capacity unit
The following artefact is a volume and capacity unit plan developed for a Year 3-4 class during PPE2 in November 2020. Diagnostic assessment of understanding was conducted through class observations and discussions, while formative assessment was conducted after the introduction of new concepts to highlight misconceptions and inform teaching practice. Paired activities and whole class tactile experiments were used to encourage participation and sharing of understanding. A summative assessment was created to demonstrate the level of student understanding of key concepts, with data collected and analysed to provide a clear picture of learning outcomes.
Artefact uploaded 26/6/2022
PPE3 placement Mentor and Supervisor feedback
Feedback from my Mentor and Supervisor during my PPE3 placement in June 2021 highlighted my use of a range of assessment and feedback strategies, including verbal and written feedback throughout teaching experiences and the provision of summative assessments aligned to the Australian Curriculum. During my placement, I assisted with the conducting of the Brightpath information text assessment and assisted in the development of a data collection system to record outcomes in numeracy assessments and inform learning progression.
Artefact uploaded 22/6/2022
Diagnostic assessment of science understanding
The following artefact is an assignment submitted for MTP505 in April 2022, which involved the development of interview questions to assess the understanding and alternate conceptions of a Year 5 student in relation to the scientific concept of forces in order to inform further teaching practices. The application of Bloom’s taxonomy in the development of interview planning allowed me to gain an insight into the level of the student’s knowledge of content-specific vocabulary and concepts, understanding of how and why these phenomena occur, and how they may be applied or have an effect in different contexts.
Artefact uploaded 16/6/2022