5.1 Assess Student Learning
5.2 Provide feedback to students on their learning
While on preservice placement I had multiple opportunities to assess student learning (5.1) and provide feedback to students on their learning (5.2) (AITSL, 2011). Recognising the importance of assessing student learning I often tried to incorporate exit tickets or pop quizzes to the end of my lessons to better understand student learning (Hornby, 2022).
Summative assessment also played an important role in my teaching practice. The year 12 Visual Arts class were working on their Unit 4 project ‘Art as lens’ and it was important that I utilised checkpoints in order to provide students with valuable feedback on the progression of their artwork (QCAA,2022). Conducting teacher-student interviews proved to be an effective way to understand students’ artistic intentions, provide guidance on area to improve, considerations that they may need to make and what they have done well (Hillman & Stalets, 2019).
During the same placement the year 10s were in the process of handing in their written response draft. This provided me with the opportunity to assess student learning through marking their drafts. In this process I was able to identify students that need further assistance (Hattie & Timperley, 2007). Thereby I provided these students with verbal and continued feedback on their progress.
In my approach to delivering feedback I focused on specificity and clarity. It is also important to ensure that my feedback was constructive, outlining specific examples of areas they can improve. This was done with the aim to create a deeper understanding of the learning goals (Hillman & Stalets, 2019). I also ensured that within my feedback I included moment whereby I highlighted the students strengths and what they have done well, with the hope to foster a positive and motivating learning environment (Hattie & Timperley, 2007).
Reference
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research 77(1), 81-112. doi.org/10.3102/003465430298487.
Hillman, G., & Stalets, M. (2019). Coaching your classroom: how to deliver actionable feedback to students. Solution Tree Press.
Hornby, G., & Greaves, D. (2022). Essential evidence-based teaching strategies : ensuring optimal academic achievement for students. Springer.
Queensland Curriculum and Assessment Authority (QCAA). (2022). Visual Art 2019 1.1: General Senior Syllabus. Queensland Government. Retrieved From: https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_visual_art_19_syll.pdf.
