Assessment of student learning is an imperative part of curriculum planning. I use regular assessment in a number of ways, for a number of purposes to improve student learning. I ensure that assessment is never an afterthought in my planning but always a key element which in turn, informs my lesson plans.
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Assessment FOR Learning
I often use informal assessment practices in order to guide and inform my teaching in order to ensure it is both appropriate for the students and that students are meeting the correct outcomes. Formative assessment includes:
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Assessment AS Learning
This form of assessment is planned in order for students to utilise to allow them to monitor their own learning progress. Students are able to reflect and set goals by using such assessment. For example, the self assessment form I developed after a Year 9 Visual Communications Letter Form activity below.
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Assessment OF Learning
When I assess students' learning (summative assessment) I always base assessment outcomes on VELS standards, and ensure that these outcomes are clear to students before they undertake assessment. Outcomes are realistic and assessment is flexible, providing opportunities for multimodal responses. I always ensure that criteria is clear to students to give the best chance of success, and provide opportunities to ask questions and clarify before undertaking assessment. Furthermore, it is important to provide positive and constructive feedback so that students are able to use this form of assessment as, Assessment AS Learning.
Monitoring student progress is a vital aspect of my job as teacher in order to provide feedback to students and to utilise in formal reporting. By using Excel spreadsheets, I can keep track of individual grades as well as accurately evaluate the effectiveness of my teaching in different areas, based on student results.
An example of how I maintain detailed assessment records, using Excel to monitor and calculate overall grades for reporting purposes.