5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
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.
5.4 Interpret student data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
On a three-week preservice teacher placement at a low socioeconomic primary school during term three, I was with a year two class of 20 students. The class consisted of a diverse range of students including students diagnosed with ADHD, Autism, and ODD, a student with a part-time attendance plan, and students with significant behaviour issues and trauma backgrounds. As part of my assignment for university, I was required to select a learning area and gather diagnostic data to interpret and inform instructional decisions for the planning of three lessons. I chose to teach multiplication introductory lessons through repeated addition, groups and arrays (ACARA, n.d., ACMNA031).
Firstly, I identified the pre-data that was required for teaching this unit against the curriculum achievement standards (Artefact 8). I needed to know if students understood multiplication vocabulary, if they were fluent in skip counting and number patterns, and their ability to work in groups and independently. This information was gathered through observations during lessons taught by the mentor teacher, individual verbal questioning during maths rotations, and skip counting circle games as a whole class (5.1). Next, I gathered that data and, in a spreadsheet, was able to identify individual students who required support, individual students who would need extension, and the base level for where to begin teaching this unit (5.3). This provided the basis for sequencing lessons and learning activities (Artefact 9). Using a GRR approach, after I taught the concept, I was able to allow students to participate in the problem-solving process. Asking students what the next steps were, allowed me to identify and respond to their understanding (Hyde et al., 2017). During the we do stage of the lesson students used their whiteboards to solve and answer the questions. I used a method of “chin it and spin it” where students would show me their working out. This enabled me to see if most of the class understood the concept, if more teaching was required, or if they needed further challenging (William, 2011) (5.1 and 5.4). It allowed me to give instant feedback to students on their learning, give praise, and correct any misconceptions (5.2). The summative task was marked with individual students also and enabled instant feedback (Artefact 10).
The result of gathering diagnostic data enabled lesson planning for effective student learning. Formative assessment was conducted frequently through the lessons which guided instruction at a whole-class and individual level. Timely and appropriate feedback was given to students to help them with their understanding of the concept.
References:
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). The Australian Curriculum – Mathematics – Year 2. Retrieved December 29, 2023, from http://bit.ly/48qKy6U.
Hyde, M., Carpenter, L., & Dole, S. (2017). Diversity, inclusion and engagement (3rd ed.). Oxford University Press.
William, D. (2011). Embedded formative assessment. Solution Tree Press.
