Assessing student learning
“Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.” (DEECD, 2014)
I have been fortunate enough to experience each primary year level and have the opportunity to experience planning and assessment which leads to reporting and collating of students work samples. I have been able to collect students work samples and compare these to the curriculum to understand the development that occurs. Throughout my experience I have been given the opportunity to comment and provide feedback on student work and also assist in creating rubrics with a whole class for a major assessment piece. This awareness and exposure to assessment and collating of data for report writing is vital.
Adapted from DEECD website, Assessment advice
Literacy/Numeracy assessment experience
Monitoring and assessing students learning data is a fundamental element in teaching. Assessment strategies both formal and informal contribute to teacher’s reflections and development of teaching strategies to further improve student learning outcomes.
Throughout my experience I have delivered the following assessment tools; On-demand testing, early years running records, BURT spelling test comprehension testing and early years observational records. In addition to these tools, I have observed the use of Individual Learning Plans (ILP’s) and the delivery of the National Assessment Program – Literacy and Numeracy (NAPLAN).
Through my experience I have learnt how and when to use diagnostic, formative and summative assessment types and how student data can measure the level a student is working at and using this information to adjust my teaching and learning strategies.
DEECD, 2014
Assessment is used throughout teaching. Here is a planner for a topic incorporating informal and formal assessment. This also covers diagnostic, formative and summative assessment.