Evidence of attainment:
5.1 Assess student learning
- Examples of the assessment that I complete are:
- Moderating tables using curriculum progression points (using Google sheets)
- Fountas & Pinnell literacy assessment
- Mathematics Assessment Interview Record Sheet
- The Abilities Based Learning and Education Support (ABLES) program (used for students with disability and additional needs)
- Philip Holmes Smith - ZPD (Pre-Post Test/Student Growth Data)
- Anecdotal notes
- PATR testing (Progressive Achievement Test for Reading)
- PATM testing (Progressive Achievement Test for Mathematics)
- SINE (Success in Numeracy Education)
- Self-assessment, peer assessment and teacher assessment using rubric
5.2 Provide feedback to students on their learning
- Using the Philip Holmes Smith - ZPD growth data, I show my students their results after the post test. We discuss the importance of making growth and why some people may have made more growth than others. Sometimes those who do very well on the pre-test have little room for growth, whereas others who did not do as well can make a large improvement.
- In my students reading journals, I write comments about their reading responses that they have completed and give them feedback.
- Using Seesaw, my students provide each other with feedback on their learning. They are asked to write a comment about something specific that they liked about their peer's learning.
5.3 Make consistent and comparable judgements
- Using the pre and post test results on the ZPD, I am able to visually analyse the areas that need to be taught to my students and target my teaching. After the post test is completed, I compare the results which often shows student growth and the learning where my teaching had the biggest impact.
- Fountas & Pinnell testing allows me to make decisions about my students reading because the testing books are the same, thus allowing me to compare students comprehension answers and make judgments on what reading level is suitable for them.
5.4 Interpret student data
- In 3/4 team, we use assessment as a tool for interpreting student data. We discuss each class' results and use this to guide our planning. We also look to interpret any misconceptions or common errors among the test results so that we can address these during our teaching time.
- Using Fountas & Pinnell, I interpret each student's strengths and weaknesses during the comprehension conversation. I use this information to assist me when planning my guided reading session with the students.
5.5 Report on student achievement
- School reports - example