Luke

Conroy
Mini Portfolio - Assessment and
Reporting:

Pre-service teachers will prepare and present a mini portfolio that focuses on
Standard 3 and 5 of the AITSL standards. Pre-service teachers use the
information they have gained from their professional experience to produce
evidence for a mini portfolio. Each dot point must link to two pieces of evidence
that demonstrate understanding and developing competency of the standard.
Standard 3 - Plan for and implement effective teaching and learning
AITSL Standard
3.1
Set learning goals that provide achievable challenges for students of varying
abilities and characteristics.
Evidence 1. Photography: By working in a subject with separate classes across level 2 and 3,
I have become aware of how students vary in their abilities and characteristics
within one subject area. Across this subject area I have modified my lessons
and focus to accompany this (LINK: Reflective Journal Extract)
2. Sociology: As identified through a parent-teacher meeting, a student was
identified as having learning difficulties resulting from a lack of confidence and
fear of group discussion. In order to address this difficulty, I created a Learning
Management Plan that set out an achievable challenge and detailed 8 steps
towards accomplishing it. (LINK: Learning Management Plan Document).
AITSL Standard
3.2
Plan lesson sequences using knowledge of student learning, content and
effective teaching strategies.
Evidence 1. Sociology: In developing a lesson sequence I have been conscious of only
including content that is appropriate to a level 2 class. Having studied
sociology at honours level, I initially had a tendency to over complicate issues.
Instead, the lessons developed for these level 2 students took a broader look at
each topic and used only the essential concepts (LINK: Advertising Lesson
PowerPoint).
2. Sociology: This level 2 class is composed of students with a variety of future
aspirations. Attendance often it is not an interest in sociology per se, but rather,
that it is better than maths. This meant that my lesson plans needed to
incorporate sociological content within topics that were more broadly
meaningful. For this reason, I taught a sequence of lesson on advertising,
something which was easy to discuss, relate to and recognise in everyday life
rather than being something abstract (LINK: Advertising Activity Sheet)
AITSL Standard
3.3
Include a range of teaching strategies.
Evidence 1. Sociology: In developing a lesson sequence I have made a deliberate decision to
include a variety of teaching strategies. In this level 2 class, attention spans are
low. The most productive learning occurs when students are engaged and
challenged through multiple modes. For this reason, my lesson sequences
utilised short presentations, group discussions, video examples, individual
presentations and collage/poster work. Further, this content was delivered
through a mix of humour and a more academically serious tone. This provided
a learning environment where key concepts and theories became apparent, but
were engaged with easily (LINK: examples of lesson content)
2. Photography: Although appearing to be primarily a visual/practical subject,
Photography 2/3 integrates a range of teaching strategies. During my time in the
class room, students have been engaged with video documentary, oral
discussion around their art, group discussions around ideas, written work on
other artist and gallery revues, practical excursions to galleries and other towns
and presentations of camera techniques. Through these lessons, students have
been engaged through multiple modes and developed multi-literacy skills. An
example of the benefit of such skills is demonstrated in an excursion proposal I
developed (LINK: MONA excursion proposal, in response to assignment
Design an out of class activity).
AITSL Standard
Demonstrate knowledge of a range of resources, including ICT, that engage
3.4
students in their learning.
Evidence 1. Multi-disciplinary: I participated in a Professional Development Workshop
with a focus on Engaging Students in Learning. Through a follow up
conversation with the facilitator Sharyn Lawrence, I was introduced to a
innovative way to engage 21
st
century students. This idea took the
smartphone, something usually the source of disengagement, and utilised it as
an integral part of the student engagement. This idea incorporated the
smartphone into lesson plans, using its ability to search the internet, and
record audio, video and photograph, in a in a way which was conducive to
learning and engagement. (LINK: Journal Extract).
2. Art Studio Practice: The benefit of ICTs in this course was demonstrated as
students used the internet to enhance their engagement in the art world.
Rather than purely searching the internet for artistic influence, the internet has
been integrated in to this course as a means of engaging in peer critique and
contacting established artists. Through such contact, transcripts of these online
conversations can be utilised through internal idea formulation, within journals
and in the students final research project. (LINK: Linking Internet to TQA
Syllabus).
AITSL Standard
3.5
Demonstrate a range of verbal and non-verbal communication strategies to
support student engagement.
Evidence 1. Multidisciplinary: Through participation in a Professional Development
Workshop with a focus on Engaging Students in Learning, I was introduced to 5
questioning techniques: cold calling, question relay, wait time, pause time and
Blooms question stems. These verbal communication strategies were discussed
in relation to the learning contexts and student characteristics would benefit
most from their introduction. These specific approaches verbal communication
have been considered and utilised in my teaching sequences (LINK:
Questioning Techniques Reflection)
2. Multidisciplinary: Through observation and discussion with my mentor
teacher, have become aware of the value of spatial relations in the classroom in
terms of both verbal and non-verbal communication. I have identified two
spaces: One (more spread out) makes communication difficult. The other
(closely connected table arranged in a corridor) is much more effective. These
spatial layouts will inform my practice when I have greater agency over my
classroom. (LINK: Picture Example and Analysis of Classroom Layout).
AITSL Standard
3.6
Demonstrate broad knowledge of strategies that can be used to evaluate
teaching programs to improve student learning.
Evidence 1. Multidisciplinary: During a Professional Development Workshop focusing on
Engaging Students in Learning I was introduced to a technique whereby the
teacher can evaluate their teaching program in situ. This method labelled
Roman thumbs, uses hand gestured (thumb up/sideways/down) to
communicate current understanding of topic. This allows the teacher to
immediately revisit/reemphasise a topic that lacks understandings, or moves
forward to a new idea with the knowledge that students feel comfortable with
the speed of the content delivery. This method was utilised in my lesson
planning (LINK: Reflective Journal Extract).
2. Multidisciplinary: During a collegial meeting, I discussed the strategies
currently being used to evaluate teaching programs. A range of useful
strategies were identified one being continuous, anonymous feedback from
the students to the teacher throughout the school year. This feedback was
structured by areas of improvement and teaching successes, enabling the
teacher to both mitigate bad practice and continue with good teaching
strategies (LINK: Example of Teacher Feedback Form).
AITSL Standard
3.7
Describe a broad range of strategies for involving parents/carers in the
educative process.
Evidence 1. Multidisciplinary: A vital strategy for involving parent/carers is the parent
teach meeting. Observing these meetings, I recognised the benefit of parents
and teacher being on the same page. This meant their was mutual recognition
of areas for improvement, future aspirations and learning goals. It is through
this mutual recognition and the feedback loops which go with it, that the
important learning goals for the student can be promoted both in-class and at
home. This creates a more unified learning environment, vital to a students
ability to value and reach such goals (LINK: Reflective Journal Extract).
2. Multidisciplinary: The value of communication between teacher and parent in
the educative process was recognised in the integration of future goals with
current education. The benefit of the parent communicating the students
future career path or areas of interest, is that it enables the teacher to produce
learning goals which act as guide posts to this future. This transfer teaching
from the goal of subject completion to more meaningful and authentic future
orientated learning (LINK: Reflective Journal Extract).


Standard 5 - Assess, provide feedback and report on student learning
AITSL
Standard
5.1
Demonstrate understanding of assessment strategies, including informal and
formal, diagnostic, formative and summative approaches to assess student
learning.
Evidence 1. Sociology: This class helped demonstrate the importance of matching assessment
strategies with the classroom culture. This level 2 cohort had short attention spans
during class and preferred to cover multiple topics more broadly rather than a few
more in-depth. This culture proved conducive to informal and formative
assessment. This allowed assessment tasks to be split in to manageable portions,
where the focus was more on learning a topic rather than gain a summative
assessment (LINK: Reflective Journal).
2. Art Studio Practice: The value of informal, summative assessment is demonstrated
in the marking of students art journals. As this subject was orientated to a distant
assessment (November exhibition), an effort is needed to provide informal,
summative assessment of students work that recognises their progress/stagnation
towards this longer-term goal. This formative assessment does not define the
students work, but provides a useful marker to orientate future learning and output.
(LINK: Example of Formative Assessment of Journals).
AITSL
Standard
5.2
Demonstrate an understanding of the purpose of providing timely and appropriate
feedback to students about their learning.
Evidence 1. Multidisciplinary: Through practice and theory, I have recognised the need to
provide timely feedback in order for feedback to be useful. In Sociology (level 2)
where new topics are regularly introduced, feedback needs to be especially timely.
This means giving formal and informal feedback to students, during activities or in
the following lessons. To leave such feedback later, means students have already
disengaged with the assessment topic and do not have an avenue to act on feedback.
(LINK: Feedback Example Document).
2. Sociology: This class demonstrated the importance of providing appropriate
feedback to students. In this level 2 class, I was aware that complexity of feedback
should match the students ability level. Thus, feedback provided was structured in a
simple table detailing Strengths and Needs Improvement. Feedback was worded
simply and addressed the assessment criteria. In this way, feedback remained easily
interpreted and more likely to be taken on board. (LINK: Feedback Document
Example).
AITSL
Standard
5.3
Demonstrate understanding of assessment moderation and its application to
support consistent and comparable judgements of student learning.
Evidence 1. Art Studio Practice/Photography: Art subjects prove especially difficult to assess
due to the inherent subjectivity of any work. Subsequently, in assessment there
needs to be efforts made to moderate. This was demonstrated as this subject based
assessment on the judgement made collaboratively by the art teaching cohort. This
involved teachers from multiple disciplines and with varying degrees of personal
contact with the student being assessed. This provided a more objective look at each
assessment piece, allowing a greater sense of consistent and comparison in
assessment. (LINK: Reflective Journal Extract).
2. Multidisciplinary: In both my photography and sociology subjects, I engaged in an
informal assessment of students work, comparing my judgement against that of my
mentor teacher. In each case, each similarity and difference was discussed, with the
reasons behind each decision reflected upon. This processes provided a clearer sense

of assessment procedure, improving my ability to make consistent and comparable
judgement in the future (LINK: Reflective Journal Extract, Moderation Document).
AITSL
Standard
5.4
Demonstrate the capacity to interpret student assessment data to evaluate student
learning and modify teaching practice.
Evidence 1. Sociology: When assessing responses to a set task, there was a clear lack of the why
from most students. Rather than interpreting this as insufficient knowledge, it was
seen as a failure by myself as the teacher to adequately explain what the assessment
criteria required. This led to a modification of practice, where the instructions of
future tasks were more explicit in asking students to make linkages between the
what and the why. This modification led to better responses in the proceeding
lessons (LINK: Lesson Plan, with reflection).
2. Photography: In this level 2 class, on separate occasions I took taught small groups
how to capture a panorama. In the first group, I viewed and discussed the resulting
images with the individuals in what was an informal assessment. Through
interpreting this assessment data (final image) I was able to identify various
elements where the student lacked technique (e.g. exposure, tripod set-up). I was
then able to evaluate how I may have failed to explain these techniques, how I might
do this better for the following group and further, how I might revisit these
techniques in the first group. This process of evaluation, reflection and modification
was ultimately aimed at enhancing my teaching skills and improving the students
learning experience (LINK: Image of panoramas produced in lessons).
AITSL
Standard
5.5
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 1. Multidisciplinary: Through practice and discussions with my mentor teacher I have
understood the necessity for accurate and reliable records of student achievement.
Principally, this is important as informs teacher of student progress. Whether these
marks are above, at, or below that expected, they offer the capacity to structure
future student learning. For example, records of improving achievement can be used
to inform students of their success in learning and encourage further progress.
Alternatively, stagnant or declining results can be used to identify areas of difficulty
where increased teacher/student focus is required. Ultimately, through accurate and
reliable records teachers can effectively manage their students, providing them with
the best possible support and feedback of learning.
2. Multidisciplinary: During my practicum I have discussed, observed and contributed
to the reporting of student achievement to parents and carers via: end of term
reports, formal parent teacher interviews, and informal discussions or agreed
appointments with parents about student progress. The importance of keeping
accurate and reliable records of student achievement has been highlighted in each of
the communication avenues. In the parent teacher context for example, accurate and
reliable records help keep teacher opinion accountable, especially when detailing
student weaknesses. (LINK: Reflective Journal, Conversation Transcript).

*The broader strategies used for reporting to students and carers has been taken from the
Tasmanian Education Departments document Assessment and Reporting Procedure
(2012) (LINK)