Assessment is an integral and ongoing process of gathering, analysing, interpreting and reflecting on data in my classroom. The assessment I conduct is meaningful and relevant. I use a wide range of formative and summative assessments to inform my teaching. These assessments enable me to understand what my students know before a lesson sequence so that I can plan accordingly. Assessment provides evidence of learning growth and helps to inform me of the new knowledge my students have acquired during and at the completion of a lesson sequence. Constant monitoring of student progress, work samples and feedback from students enables me to make informed and consistent judgements to improve student learning thus, guiding my teaching and the differentiation of instruction and activities in my classroom. In addition, the assessment I conduct enables me to work collaboratively with each student in my class to create learning goals. Working with the students to create personalised learning goals based on the evidence I receive from assessment enables students to become active participants in the learning process and identify what is important to their own learning.
I conduct diagnostic assessment before a lesson sequence. These assessments involve me making inferences about student progress to inform learning. During this process, I use tests as well as my own observations to measure student misconceptions. I am also able to look at the data I have received and compare this data to the curriculum framework. Assessment for learning guides the lesson sequences I create and my knowledge of the areas I need to target in order for my students to achieve success in their learning. I use a range of formative assessment methods such as whole class brainstorms, ‘KWL’ charts and pre-test results at the beginning of a learning sequence to gauge students’ prior knowledge and inform teaching. Formative assessment provides me with information about my students understanding so that I can work with my students to set individual goals for their learning. These goals are then communicated to families, so they can be involved in their child’s learning.
Throughout a lesson sequence, I engage my students in self and peer assessment tasks which enable them to reflect and monitor their learning. I assess my students using observations and anecdotal notes. Furthermore, I use effective classroom discussion, powerful questioning and purposeful activities and tasks to elicit evidence of how my students are progressing towards the learning goals to ensure that the program I am delivering is both challenging and supporting each of my students in their learning.
At the end of a lesson sequence, I use multiple forms of assessment including rubrics and tests to make judgements on student achievement against goals and curriculum standards. When making judgements on my students’ progress I also use the data I collected throughout the lesson sequence to make an accurate judgement of student learning progress. After analysing both the formative and summative assessments and developing an accurate understanding of student performance I report this data to parents and students both formally and informally.
As a teacher, I provide frequent, timely and ongoing feedback to my students and their families within the curriculum framework. I also regularly ask for feedback from my students. The feedback I receive from my students enables me to make decisions about the next steps to plan in the learning program.
I use two-way feedback to gather information about my student’s understanding, to assist my students to advance their own learning, and to verify the impact of my practice. Through observation, close supervision and questioning of students I provide ongoing feedback to ensure that my students are constantly engaged and motivated in their learning.
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