5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
5.4 Interpret student data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
During a recent professional experience placement in a prep classroom, I planned and taught a sequence of 6 lessons on counting, moving from any starting point (ACMNA001) (ACARA, 2018). The class was complex, with a variety of different needs that had to be considered including low literacy and numeracy levels, culturally and linguistically diverse students, students with ASD, ADHD, and Global Developmental Delays, students with speech delays, and students from trauma backgrounds. There were also 2 students working above grade level.
My task was to plan and teach a mini unit that included both formal and informal diagnostic, formative and summative assessment tasks (APST 5.1) (Artefact 5.1). Assessment is an important part of teaching and learning as it allows teachers to gather, analyse and reflect on evidence of student learning to inform future teaching (QCAA, 2022). Prior to planning, I gathered data on the students’ current ability levels and readiness for learning by consulting with the classroom teacher, collecting work samples and previous assessment results, and through my own observations (Artefact 1.1). During the first lesson in the sequence I conducted diagnostic assessment by using a modified version of the summative assessment task. This helped me to identify any gaps in the students’ knowledge of the content and plan for differentiation (APST 5.4) (Weir, 2019). Throughout the teaching sequence I used informal formative assessment strategies such as questioning and work samples, as well as anecdotal notes from the teacher aide to assess the students’ progress towards the learning goals and make any necessary adjustments to the next lesson (Artefact 5.2) (Weir, 2019). At the end of the unit, a formal summative assessment was completed in an interview-style with each student. To measure progress, the students’ responses were recorded and then compared to a marking guide to determine the students’ level of knowledge and understanding (Artefact 5.3).
As a result of the initial diagnostic assessment, I was able to group students for targeted teaching and plan for differentiation. This ensured that all students in the class were appropriately challenged and working towards the learning goals at their own level. The formative assessment strategies throughout the teaching sequence allowed me to make both “in the moment” adjustments to my teaching and adjustments to future lessons, whilst the summative assessment data was used to measure students’ success against the achievement standard and report on their achievements.
