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5.1
Assess student learning

Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

(As demonstrated in Standard 2.3)

During my placement I was working with a year 10 English class. As students had recently been studying Shakespeare’s Romeo and Juliet, I delivered a small unit of work on Shakespearean Sonnets. This unit was taught for enjoyment and aesthetic reasons as a formative assessment piece. As I was teaching poetry I had to design learning experiences that would introduce students to the stylistic elements of Sonnet Writing. I decided on using activities such as word association games, sentence construction and a collaborative class activity that involved writing a Sonnet as a group. This was supported with an overview of poetic devices that we would students would need to incorporate such as verse, meter (Iambic pentameter) and syllables. I decided to focus on popular love songs that had been written into Sonnets as examples for the students. I then developed a formative assessment task where students could choose their own song and write it as a Sonnet. For the purposes of task, I developed criteria for assessment that aligned with the Australian Curriculum and ACARA for English at the year 9 level. This rubric included key performance measures for student achievement and attainment.

The artefact I have chosen is the Rubric I created for the Assessment Task.

Sonnet Rubric

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.

During my placement I worked with a year 9 drama class. They were working on a production called 'The Seussification of Romeo and Juliet.' I was able to observe a number of classes where the students were rehearsing their performance . I had the opportunity to consistently provide feedback to students throughout the rehearsal process. I took notes on my observations and where I could support the students to develop their characters further. I also observed the staging and production elements and provided students with constructive feedback to enhance the characters and performance.

This is an excerpt from my teaching notes highlighting the real time feedback I provided students to help them achieve their learning and performance goals.

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5.3
Make consistent and comparable judgements

Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

(As demonstrated in Standard 2.3 and 5.1)

This is a copy of the Rubric I designed which demonstrates my knowledge and understanding of assessment moderation. Referring to a Rubric that is aligned to the Australian Curriculum and ACARA for English at the year 9 level enabled me to make consistent and comparable judgements of student learning.

5.4
Interpret student data

Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

I have not yet had extensive experience in interpreting student assessment data to evaluate or modify my teaching practice. I will endeavour to achieve this in my final
Placement by reviewing assessment tasks and taking the opportunity to reflect on the results and describe any modifications I would make to improve both teaching and learning.

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.

I have not had many interactions with parents or carers for the purposes of reporting student achievement. However, I believe it is very useful to make reflective notes about my
students performance over the course of each term so that report writing is not only accurate but reflective of how well I know the student and their performance and outcomes in my classes. In addition I would feel more prepared to conduct parent teacher interviews as I would be able to rely on the data (pieces of work/ notations) I have collated about my students for the purposes of communicating with parents,carers and the students themselves.

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