Standard 5 - Assess, provide feedback and report on student learning
5.1.2 ways to assess student learning is through KWL charts, testing, investigations and inquiry based learning.
I also mark work and record results in class when on contract but also as a relief teacher.
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5.1 Assess student learning While teaching in a year 1 class for a few days at Georgiana Molloy I had the pleasure of working with them to help the environment by planting tress around the school. It was a fantastic experience for both myself and the students. Before we went outside we had to create a KWL chart to find out what they already know and want to know and then what they learnt. The children's responses were interesting and showed how much they enjoyed the day. I have also had the opportunity to spend some time testing the year 2 students at GMAS as they undertake the On-entry testing. I found it very interesting to see where the students were and how hard it was to not be able to elaborate on the questions that were asked of them. When I taught year 2 my class also had to undertake the year 2 diagnostic testing. During my relief days at GMAS I also had the opportunity to mark Westwood SA spelling tests and be in classes to organise PAT testing. While teaching in Year 6 at GMAS I was able to regularly test the students on their knowledge in Maths, literacy, HASS and science. These results were given to the returning year 6 teacher after I completed the block. |
5.2 Provide feedback to students on their learning
Feedback across the classrooms at GMAS is through diary entries, certificates and class DOJO points. As a relief teacher at this school I get to use all these forms of feedback to students and parents.
Green Note: When students do something positive at school and make a fantastic effort a green note is written in their diary so that they can take it home to their parents to celebrate that achievement.
Certificates: are also handed out each assembly celebrating a child's achievement in any area at school.
CLASS DOJO: Class dojo is used to award points to students who are doing the right thing. The option of recording negative behaviours is offered but I prefer to focus on only the positive behaviours in the classroom instead. This site also allows me to mark attendance and completion of homework.
5.2.2 An example of the GMAS diary system and reading tasks. Green notes are given for great work and a red note is written if the teacher would like to communicate behaviour to the parent.
5.3 Make consistent and comparable judgements
Although a lot of my teaching years have been spent as a relief teacher or a part time kindergarten teacher I have still had a number of opportunities where I have had to make consistent and comparable judgements. Below are a number of examples;
- As a year 6 and year 3 teacher on contract as GMAS I had the opportunity to spend 1 hour a week of my DOTT time with the other teacher of that grade level. This was fantastic as it gave me a change to discuss the learning that was happening in the classroom and compare work samples.
- As a full-time year 2 teacher at Buderim Primary School I wrote the semester 1 and semester 2 report cards and also was involved in assessing the year 2 diagnostic testing of my class in Queensland.
- As I have only been a relief and part time teacher I have not been required to write a report in quite some time. However I have had the opportunity to look over other report cards when teaching the same grade level and make comparisons between the classes. I have also had to write handover notes to the classroom teacher after spending a number of weeks in that classroom. In this instance I needed to let the teacher know how the students worked individually and what they struggled and did well on.
- As a teacher on contract at GMAS I was able to attend an after school meeting with all teachers in the school to look at and compare naplan results across the year levels and to compare these with results from previous years. We also had allocated weekly DOTT meetings where we could discuss and compare activities we were doing and introduce new ideas to our teaching.
5.4 Interpret student data
Year 6: At GMAS we are very fortunate to be able to have children who struggle be taken out of the class a number of times a week to get extra help from either a teaching assistant or a teacher. We are also lucky that children who are very academic get taken out for PEAC and gifted and talented programs. This ensures that children with needs whether academic or not are well provided for in the school. In class the students are assigned to ability groups across the main areas of spelling, mathematics and reading. Students can vary quite substantially and it is therefore important for them to be able to work to their ability.
As a year 6 teacher at GMAS I was able to monitor each student's reading levels through accelerated reading and Star reading assessment. This allowed students to choose books that are capable of reading and understanding. The purpose of AR's is to help the school and myself to monitor reading practice and progress. Once children finish the book they complete short quizzes to check if they understood what they have read. I was also able to look at the Star Reading Assessment to find out each child's reading and comprehension skills and abilities. These were just a number of ways that helped to group students into their spelling and reading groups.
Spelling: spelling lists are given out to groups according to ability. Each group had their 'words our way' spelling list and had to break them into syllables, long/short sounds and vowels. Each day each group sorted them into the correct sounds, syllables and vowels and at the end of the week glued them in and completed a spelling test. Once they had finished these then they could go onto other tasks that they could chose from in the container at the front of the classroom.
Reading: Reading groups were also ability grouped with each group getting a book that was appropriate for their ability. Students were required to read for 30 mins around the group and then complete a comprehension sheet to check if they understood what they were reading.
Writing: writing comprehension tasks is firstly done as a whole group task (although in this year 6 class the students who struggled the most were taken out and given a sheet that was more at their level and they worked on it with the teaching assistant. The students read around the classroom before then going off to their desk and answering the comprehension questions.
Mathematics: In year 6 we followed the Mathletics handbook for the year level. Students who were struggling could come to the mat and work with myself or the teaching assistant if available. Mathletics tasks were also given out for homework and I could interpret how they were going by looking at their results online. For the students who were a number of years behind in their ability they were given matheletics tasks from a younger age group book.
Evidence 5.4.2 below outlines a number of different activities that have been udertaken to interpret student data
5.5 Report on student achievement
There are many different ways to report on student achievement. As a full time and part time teacher in the early childhood area I would often spend time talking to the parent before and after school. I would also schedule after school meetings with parents once a semester to touch base with how their child is going.
As a full time teacher at Buderim Primary School in Old I reported on student work and considered the following
While teaching part time Kindergarten I was able to show parents how their child was going through portfolio based activities and classroom visits. We also held open days or nights where parents were invited into the classroom to view their portfolio and books that they have been using.
While teaching year 6 at GMAS on a block I was able to contribute towards adding works to student portfolios and getting it ready for parents to view at the end of the term. Inside the portfolio were work samples in all areas of the curriculum including English, Maths, Science, HASS, CRS, ICT, SPORT, health and Japanese.
5.5.2 evidence below outlines the various portfolio pieces included in Kindergarten and Year 6 Portfolios that was a visual way to show how parents how their child is going in school. Attached also is marking sheets from year 6.
There are many different ways to report on student achievement. As a full time and part time teacher in the early childhood area I would often spend time talking to the parent before and after school. I would also schedule after school meetings with parents once a semester to touch base with how their child is going.
As a full time teacher at Buderim Primary School in Old I reported on student work and considered the following
- Achievement
- Effort
- Attitude
- School Policy
- Curriculum requirements
While teaching part time Kindergarten I was able to show parents how their child was going through portfolio based activities and classroom visits. We also held open days or nights where parents were invited into the classroom to view their portfolio and books that they have been using.
While teaching year 6 at GMAS on a block I was able to contribute towards adding works to student portfolios and getting it ready for parents to view at the end of the term. Inside the portfolio were work samples in all areas of the curriculum including English, Maths, Science, HASS, CRS, ICT, SPORT, health and Japanese.
5.5.2 evidence below outlines the various portfolio pieces included in Kindergarten and Year 6 Portfolios that was a visual way to show how parents how their child is going in school. Attached also is marking sheets from year 6.