5.1 Assess student learning

Brief description of evidence 

Through quick smart, literacy work and one on one work I constantly assess student learning and evaluate their understanding and ability to progress to the next stage or revise their learning or even go back a step to strengthen their foundations.

 

Analysis of what I learned

Body language and facial expression usually communicates a students understanding throughout their learning and particularly upon revision. Further questions such as 'Are you getting this?', 'Do you understand?' will usually evoke a form of response, if required, further prompts such as, 'What are you having trouble with?' or similar depending on the situation and student can allow them to vocalise their understanding.

 

Evidence 

My work at Bishop Druitt College 

 

5.2 Provide feedback to students on their learning

Brief description of evidence 

Providing feedback to students, I believe, is a great way to give positive reinforcement and encourage further student participation and enthusiasm. With simple mistakes such as spelling, pronounciation or mathematical errors, depending on the situation, I will either correct as they happen or after the student has finished the section of the task so as not to break their work flow.  

 

Analysis of what I learned

In general, when students are reading, if they have trouble with a word, I will wait for them to have a go and then correct them and provide the meaning if required.

For spelling mistakes, in lists, I wait till the end to go over them and in writing, until the end of the sentence. 

Mathematical problems are usually aressed as they occur and then I will go over the problem with them to ensure understanding. My work 

 

Evidence 

My work at Bishop Druitt College 

 

5.3 Make consistant and comparable judgements

Brief description of evidence 

Tiffiny has conducted three assessment tasks and one formal examination. She has marked the formal examination with a peer and been able to construct formative feedback for students. Tiffiny has had the chance to mark the assessment tasks and formulate a constructive opinion of grading in relation to what consists of an A grade assessment to what consists of a c grade assessment etc. Allowing Tiffiny to explain to students how their individual mark was achieved.

 

Analysis of what I learned

It is important to view all the assessments before starting to mark so that I am able to form a bases for marking. The marking scale, of course was and will be the main guide, but after marking, I realised that it is important to be conscious of the effort students have put in relative to their skill level. In marking exams, I learned that it is important to know the content within well as students often give answers that are not directly related to the text.  

 

Evidence 

Professional practice report from Bellingen 

 

5.4 Interperate student data

Brief description of evidence 

I have interpreted student data from marking exams and assignments during my practicum at Bellingen High. The exams were of a yearly year 10 Food Technology class and the assignments were a year 10 packaging design task.

 

Analysis of what I learned

I learned from this, what areas I had covered well with students and what areas I could have covered better. Lessons where I had made the content interesting and hands on, students had remembered more of the information.

 

Evidence 

 

 

 

 

 

 

 

 

 

 

5.5 Report on student achievment

Brief description of evidence 

From the exam results and assignment marking, I was able to see where students were lacking.... After I marked and commented on students’ exams and assignments to help students see their strengths and improve their weaknesses.

 

Analysis of what I learned

From conversations with my mentor, I learned that the positive reinforcement and comments I gave would have been helpful for students, particularly those who did not do as well in the test, as it is important not to discourage them with only negative comments, always start with the positive, however few there may be. 

 

Evidence