Jonathon Belperio E-Portfolio

AITSL Standards

AITSL STANDARD 5: Assess, Provide Feedback and Report on Student Learning

5.1 Assess student learningDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 

ICT ELABORATION:Assessment is vital to learning processes used by teachers for students. It is important that teachers create a variety of exercises and assessments that assess student’s learning progressively, which effectively develops their knowledge and understanding. By using orals, audio, debating, written or test methods, teachers can understand the areas that specific students need improvement in and know their strengths. Hence, by creating and using a variety of assessment it will help student’s gains better learning in the present and the future.

ICT is excellent in aiding teacher’s assessment processes for teachers and students. While teaching History I used Excel to record all the students who had completed their homework, assignments and tasks. By doing this I was able to compare with students progress and work ethic. I was then able to discover trends or think about hot to improve teaching and learning outcomes.

EVIDENCE:When teaching my classes I created assessments and activities that included formative and summative formats. These assessments included writing their own poetry at year 10 level, source analysis for history, and diary entry assignment from the perspective of a film character, recount writing and newspaper articles. I used a variety of assessments to ensure all students had the ability to achieve their potential. Additionally, I conducted numerous activities and tasks in class such as character profiling, theme table, alliance system, soldiers experience in WWI letter etc.

See Over…

Year 8 History – Shogunate Japan: - Origami assignment

Year 9 History – World War One: -Newspaper Article Assignment

Year 10 English – Poetry Unit – Snapshot in time Poetry Assignment

5.2 Provide feedback to students on their learningDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 

ICT ELABORATION:This standard is the importance of providing effective feedback to students as a way for them to improve their learning.

ICT allows many methods to provide feedback back to students, instantaneously as well, allowing more time for students to improve.

An example of this is English Communications Year 12; students have been given an assignment to be completed by a due date. The teacher provides set due draft dates to ensure that the students are able to have timely feedback and a chance to improve their work and their learning. The drafts are provided via Microsoft Word so the teacher is able to use the sent document and comment, highlight or underline set part of the draft. The teacher is then able to send the correct draft back to the students.

This allows a deeper learning outcome and allows students to receive feedback in a timelier effective manner having the option to achieve a higher learning.

EVIDENCE:During my teaching I ensured that my students gave me drafts of their work prior to their final submission. I provided those students who handed me drafts with supportive and constructive feedback, within a timely and appropriate format. Those who didn’t give me a draft I attempted to read snippets in class to ensure there assignment was on the right track and to provide them with some general comments.

Mentor Teacher Feedback:

5.3 Make consistent and comparable judgements

Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgments of student learning. 

ICT ELABORATION:It is critical that teachers provide students, colleagues and parents with consistent and timely feedback that is fair. By using ICT methods it ensures that all parties receive the required information. Teachers must also mark accordingly to the rubric and grade brackets (A B C D E).

ICT programs such as email or excel allow timely effective feedback, judgements and comments to the student and parents, which allows for even further improvement by the student. Feedback must always be free from bias and graded by the rubric. While marking it is always necessary to have a back up of the grades of each individual student of the classroom, using Excel and creating a grade book on this program with the assignment, grade, percentage and even comments achieves this.

For history I gave many assessments that needed to be graded and provided the students with feedback, hence it was and is crucial to use excel to have a back up that allows the teacher to easily locate the feedback that is consistent. This allows teachers to see if there judgements are consistent and fair, while ensuring that improves a student’s progress and learning outcomes.

EVIDENCE:While teaching on professional experience I had to create numerous assessments rubrics to assess students achievement of learning goals. I continually had to write assessment plans, tasks, marking criteria or rubrics, feedback that was consistent and comparable to the school policy. Additionally, I took part in moderation of student’s assessments where assessment judgements are adjusted to improve consistency and comparability.

5.4 Interpret student data

Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 

ICT ELABORATION:Teachers must be able to understand and interpret the data and results they collect of their students. It is vital that teachers show skills in basic mathematics such as converting numbers in percentages as well as the grading system of their school. Teachers with required abilities and skills will be able to see areas of improvement or weaknesses of their students. Thus teacher is then able to act on the issues that arise and deal with them effectively to benefit their students.

An ICT tool I would use would be excel, as it is a simple and effective way of tracking student’s progress. As an English teacher I would create a spread sheet, to record the results of an assessment piece or even a set task to see the strengths and/or weaknesses of the students. This is an effective way to determine which students need the extra care and attention to build on their strengths and rectify their weaknesses.

EVIDENCE:When teaching my Year 10 English class I became aware that a few students were at risk of failing the subject. Once I analysed the data and evaluated it I discussed strategies with the students improve their learning. I continuously provided additionally assistance to these students to ensure they understood the lessons and content. There assessment scores displayed improvement and an overall satisfactory result of English.

Mentor Teacher Feedback:

5.5 Report on student achievementDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. 

ICT ELABORATION:Reporting on student achievement whether learning or progressive is vital for all teachers and beneficial for students. It is beneficial for students as it motivates students to accept responsibilities and actions of their learning experiences, while creating a stream of discourse between teacher and parent and student.

Reporting on students is done verbally in some instances such as parent teacher interviews, parent meeting etc. or through electronic devices such as Skype, email etc. There is a program called Learnboost that allows teachers to record students reporting and share this with whom they want (parent and student). By reporting on student achievement it allows students to understand why they received the grades or report and encourages them to excel in their schooling, it also recognises student’s efforts and skills.

In English I would use Excel to document all my grades and comments of students in my class, which I can easily email, or print and refer to. This allows me to have readily available reporting whenever I am asked to show my reporting or discuss students in my class.

EVIDENCE:Throughout my teaching placement I generated accurate and thoughtful assessment records. I utilised hard copy spread sheets to report my student’s achievement. Additionally, I provided my students with constant feedback to students. I also, utilised Excel as I final copy of reporting student’s achievements.