National Standard 5 – Assess, provide feedback and report on student learning 

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.3 Make consistent and comparable judgements

5.4 Interpret student data

5.5 Report on student achievement

Artefacts:

Throughout my placements, I have been given multiple opportunities to assess, provide feedback, and report on student learning. My feedback, student assessment, and reporting have been done in a variety of formats, which include verbal and written feedback and reporting on formative and summative assessment pieces (5.1, 5.2). With my main feedback provided on formative assessment I have created for a particular class. Providing feedback allows students to improve their learning goals with past and current learning experiences. With effective feedback, students become more engaged learners and can help make learning visible and therefore accessible to all (QCAA, 2019).

I have used a range of strategies when providing feedback on formative and summative assessments, both formal and informal, and verbal feedback to measure student understanding and knowledge of the content (5.1). Artefact 9 is an example of a formative assessment piece, which is an activity sheet for a Year 9 Business and Economics class. This activity sheet related closely to the information assessed on their summative assessment. Students were to identify data and information about Australia’s economic performance. I was able to collect and provide feedback on the activity sheet to help bridge gaps in understanding and give feedback on their responses to help improve future responses (5.2). This feedback can be seen in Artefact 9 written in blue with the reinforcement of positive appraisal (5.5). The use of informal feedback allows educational progression to be a part of normal day-to-day interactions, giving me as a teacher the opportunity to provide regular and effective feedback to students (EEF, 2018).

Collecting and assessing a range of formative and summative assessments permits me to work and improve on my pedagogical approach and teaching strategies in the classroom (5.4). Artefact 10 shows how I’ve used a more formal approach to providing feedback, as this was a Year 11 Biology task. By marking the Year 11 Biology formative assessment task in more detail, I am able to reflect on common themes within student responses and provide the class with broad feedback and have a whole class discussion (5.3). With the Year 11 Biology summative assessment needing to be submitted in a digital format, this is a great formative piece to help improve their ICT capabilities. It also gives me the opportunity to use a variety of powerful tools for assessment and feedback. While also giving students immediate feedback on their performance and identifying areas where additional support may be needed (5.2, 5.5) (Atturra, 2023).

Being able to assess and provide feedback through placement has increased my understanding of collecting student data as it helps me reflect on my teaching practices. Implementing a data-driven practice in the classroom increases my understanding of how students learn and how I can create a successful learning path for them (5.4). Setting goals and learning intentions that are going to be the next step for my class and implementing learning programs that will be successful (Vic Government, 2021).