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The artefact provided is a professional learning comment from my mentor teacher in professional experience two. It outlines how I as a preservice teacher demonstrated and incorporated a range of student assessments including formative, summative and diagnostic approaches to assess student learning. Interpret student assessment data to evaluate student learning and modify teaching practice.
The artefact provided is a professional learning comment from my mentor teacher in professional experience two. It outlines how I as a preservice teacher demonstrated and incorporated a range of student assessments including formative, summative and diagnostic approaches to assess student learning. Interpret student assessment data to evaluate student learning and modify teaching practice.
The artefact provided is a professional learning comment from my mentor teacher in professional experience two. It outlines how I as a preservice teacher demonstrated and incorporated a range of student assessments including formative, summative and diagnostic approaches to assess student learning. Interpret student assessment data to evaluate student learning and modify teaching practice.
indicate the possible impact or result on teaching and/ or student learning
Describe how the artefact /
document meet the standard descriptors you have identified.
5.1 Assess student
learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
The artefact provided is a professional learning comment from my mentor teacher in Professional Experience Two.
Whilst on my second professional
experience I was exposed to a literacy (L3) and numeracy (TEN) teaching and learning program which incorporated regular assessment and student data interpretation in order to ensure the students continued to progress in their learning.
This artefact meets the
standard descriptor as it outlines how I as a preservice teacher demonstrated and incorporated a range of student assessments including formative, summative and diagnostic assessments using formal assessment and observation (APST 5.1).
5.4 Interpret student data:
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
The TEN program allowed myself to
meet with colleagues once a week where we would learn new strategies to take to the classroom and then assess the students on their application and achievements from these. Each week we completed a range of informal and formal assessments for mathematics to take to the professional development. At the meeting we interpreted the data collected and evaluated this (plotting students on the mathematics continuum) to then
Following on I was then
able to interpret the student data collected plotting my students along the mathematic continuum recognising what I needed to achieve in order for them to progress in their learning (APST 5.4).
modify our teaching for the
following concept within the TEN program. This was very successful within the Kindergarten classroom as the students learning was constantly evolving and therefore I as their teacher was also able to develop crucial assessment skills to utilise.