Standard 5
5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Evidence:Standard 5.1 is all about demonstrating an understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
By keeping variety in the classroom and with assessment, it keeps the students engaged and removes the 'boredom' of doing the same sorts of things over and over. By having a variety of paper quizzes where student write answers, to playing a game where they have to click on the right Japanese word for the English etc. I think this will be a very effective method to use in my classroom.
Utilising websites such as Sporcle, Zoho challenge and Quizlet; I believe that I can provide many avenues of engaging learning in my language classes.
5.2 Provide feedback to students on their learning
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Evidence:
Standard 5.2 is about providing feedback to students on their learning. Students can be motivated to learn if they can see there is some progress or evidence of their learning. Teachers need to show a consideration for students and provide timely feedback so that it becomes effective feedback. For example: If a student has completed a Chinese test and struggled a lot with using 了 appropriately, it is better to let the student know as soon as possible so that they have time to work on it and learn more about it before the next assessment. If they don't find out that’s where they were struggling originally until the end of term it can be frustrating for the student, as they don't get the chance to learn effectively.
Using a program such as Learning boost I could let the student know their grades instantaneously and let them know how much they would need to get in the next assignment to make up the grades, also my teacher used to hand out slips of paper with individualised feedback throughout the term so that we could all see where we needed work, it made us feel good that she took the time to personalise each feedback and make it worth while for our individual learning. I would like to implement this in the classroom.
5.3 Make consistent and comparable judgements
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Evidence:
Standard 5.3 highlights that Teachers need to be consistent and show an understanding of moderating assessment.
Using digital resources as a tool for marking and assessment, it makes it more convenient for the teacher and the student in most cases. Teachers can create a test (or find one online that suits the topic they are doing) and then students can complete it (usually doesn't take very long) and get instant feedback on results. If the quiz is undertaken in a computer suite, then the teacher can walk around making sure students are not cheating etc., making it more reliable.
5.4 Interpret student data
Demonstrate the capacity to interpret student assessment date to evaluate student learning and modify teaching practice.
Evidence:
Standard 5.4 is about interpreting student data. Teachers need to consistently and effectively make judgments by using student assessment data and results to in turn effectively modify teaching practice to enhance student learning.
Using a program such as Excel to be a marks book and track student progress and results, it becomes as simple as adding a percentage and the program (if coded right) will make the adjustments and analyse students’ results. The teacher can then see where the student is at, and where they need to be if they want a higher result. This aids the teacher in that they can show the student their progress and if the students ask, they can find out instantly the result they would need to get in the next task to get the grades they want.
5.5 Report on student achievement
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Evidence:
It is important to keep students and parents/carers informed in the learning process, especially with results. Results are reflective on how well the student understands the content of the course. Using digital resources and methods teachers can conveniently report back to families and students through methods such as email or a message on the online learning community such as Edmodo etc. Find a method that is accessible for families and students so as to promote equality and make sure that everyone involved is actually getting the information.
By using Edmodo, you are able to give students 'stickers' for various achievements. Students like to see when there is improvement and really value positive feedback.