5.3 Make consistent and comparable judgement - Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4 Interpret student data – Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Reflective commentary
Asking students to demonstrate their understanding of the subject matter is critical to the learning process; it is essential to evaluate whether the educational goals and standards of the lessons are being met. Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessments inspire us to ask these hard questions: "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a way to teach the subject better, thereby promoting better learning?" During my practicums in primary schools not only did I learn about various types of assessments, but also the importance of assessments for the betterment of teaching and learning outcomes. The Following are some of the assessments that I have used in my classrooms during my practicums.
Formative Assessments - Formative assessment techniques monitor students learning during the learning process. The feedback gathered is used to indicate the areas where students are struggling so that the teachers can make adjustments in their teaching strategies.
1) Reflections - These assessment techniques allow students to reflect immediately, following a learning opportunity (e.g., at the end of a class or after completing an out-of-class activity) to answer one or two basic questions like:
-What have I learnt from the lesson/activity?
- What are my thoughts?
2) Checking for Understanding - Pausing every few minutes to see whether students are following along with the lesson not only identifies gaps in comprehension, but helps break up instructions during a lesson into more comprehensible parts.
3) Class-Activities - Having students work in pairs or small groups to solve problems, creates space for peer-to-peer learning and class discussions. Teachers and Education Assistants could roam the classroom as students work, attending to students who required help and guided those who were unclear of the work to be completed.
4) Quizzes - Testing students’ prior knowledge, assess progress midway through a unit, create friendly in-class competition, review before the test -- quizzes can be great tools that don't have to count heavily toward students' grades. Using quizzes to begin a topic or a unit is also a fun way to assess what your students already know.
Summative Assessments: Summative assessment techniques evaluate student learning. These are high-stakes assessments that occur at the end of an topic, unit or course and measure the extent to which students have achieved the desired learning outcomes.
1) Exams/tests - This includes mid-term exams, final exams, and tests at the end of each topic or course units. The best tests include several types of questions – short answer, multiple-choice, true-false, and short essay – to allow students to fully demonstrate what they know.
2) Presentations - These give students the chance to go deeper with the material to put the knowledge they’ve acquired to use or create something new from it.
3) Portfolios - Submitting a portfolio at the end of unit or a series of lessons can be a powerful way for students to see the progress they’ve made. Good portfolios also include reflections on their learning. Asking students to spell out the concepts or techniques used with each piece, the themes addressed, and hurdles faced also, brings a sense of completion to the learning process.
For this standard, I have chosen to address 5.3 and 5.4 strands, which are primarily about moderation, and interpreting student assessment data to evaluate student learning and modify teaching practice.
Situation
For Media Arts, I was involved in teaching a group of 36 Year- 5 students, from Room 15 and Room 16 class. The rest of the students were part of either ‘Choir program’ or ‘Art program’ and hence would leave the classroom to join their respective programs. Media Arts program was run every Tuesday, in last session of Term 3. My students were really excited when I announced that we would be learning how to make a ‘I-trailer’ project using a ‘iMovie’ app. I planned and documented an eight-week program and discussed it with my mentor teacher. My mentor teacher fortunately was more than happy for me to teach and facilitate the project with my students. The project covered the following Content Descriptors from the curriculum:
Year 5-6 Achievement Standard- Students explain how point of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. The students explain the purpose and audiences for media artwork made in different cultures, time and places. Students work collaboratively using technologies to make media artworks for specific audiences and purpose using story principles to shape points of view and genre conventions, movement and lighting.
Students explore representations, characterisations and point of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)
Students develop skills with media technologies to shape space, time movement and lighting within images, sounds and text (ACAMAM063)
Students plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)
The students were divided into groups of four. Each group was supposed to shoot and finalize at least one trailer project. Each iTrailer project would be assessed in 3 categories.
Action
Although my students were really excited and really looking forward for the launch of this project, I was a bit concerned about the regular availability of the resources which in this case was mainly the iPads. Each group needed an iPad for eight weeks to shoot, edit and finalize the project. However, this challenge was resolved with the help of Ms DK (Education Assistant). She coordinated with other classes in Year 5 and convinced them that our Media Arts group students needed the iPads for eight weeks to complete the iTrailer project. I introduced the first lesson by showing some of the videos and trailers that I had made in the past for my personal projects. Students were encouraged to see some of my work. I explained them that making a video sounds interesting but it is real hard work with a lot of commitment from every member of the team. The first lesson involved watching a couple of iMovie videos, general discussion about the iMovie app and finally; formation of groups. I allowed the students to choose their group members. Students were then issued iPads and they watched the sample iTrailers in the available genres in the iMovie app. I asked each group to select a genre they would like to make their iTrailer after having a group discussion. I introduced each lesson with an overview of what we had covered in the previous session and then continued with the next section of the project. After demonstrating how to create an Outline and Storyboard using the app, we moved on to discussing and exploring various camera angles. Students also learnt about how to record and store footage. The students were very proficient in utilising the ipads. Some of the students excelled in editing their videos while others needed a lot of support. A reoccurring challenge many students faced, was working cooperatively with group members. They would often come across personality clashes within the group. Some students were not willing to retake shots. At the end of every lesson I would encourage students to share the various difficulties they faced during videoing and what measures can they take to avoid or resolve them. I must say it was indeed a battle and many tears were shed. Students would often complaint about peers and I would end up counselling them. On numerous occasions I was able to offer one on one mentoring to some students who needed special attention in terms of understanding or learning a particular technique or concept which in my opinion was very effective. Overall it was a wonderful learning experience for all of us.
Outcome
All the students put in a lot of hard work to complete their iTrailer projects. I was glad that every group was able to finalize their project within the stipulated time. After observing and spending time with each of the group from the start to end of the project, I was clearly able to identify the strengths and weaknesses of each group and also individual students. Week 10 of term 3 was allocated for viewing of students iTrailers by a larger audience (rest of the students in Year 5, Education Assistants and Teachers). I generated a peer assessment hand out sheet (with 1-5 rating) and asked the students to fill in their feedback after each iTrailer video was played on a big monitor screen. For Teachers Assessment, I developed an assessment rubric with scoring criteria. Along with me two teachers and one Education Assistant used this assessment sheet for judging students’ work. Both the peer assessment sheet and the Teacher’s assessment rubric sheet provided me with the information which I was able to use for giving my feedback on students’ project and also the individual students’ performance and contribution.
As to what I could do better next time – I think that
As a future Classroom Teacher I need to take an active role in making decisions about the purpose of assessment and the content that is being assessed. After spending ten weeks in a classroom during my final practicum, I have realized the importance of assessment in teaching and learning. I have learned a range of various assessments. I have had some experience in giving my feedback to my students, however I would like to explore, learn and develop different strategies in this area. I would also like to work with other teachers to learn more about moderation of students’ assessment, as I don’t have much exposure in terms of moderation of assessments.
Of course, in the meantime, I will continue to use a range of assessments that I have learned:
- To obtain diagnostic feedback, i.e., to gain understanding about student’s knowledge base, student’s performance base and student’s needs.
- To monitor student’s progress, i.e., What has the student learned? Can student demonstrate and use the new skills in other projects.
- For my self-evaluation, i.e., What is working for students? What can I do to help the students more?
Documentation of Evidence
5.4 Interpret student data – Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Reflective commentary
Asking students to demonstrate their understanding of the subject matter is critical to the learning process; it is essential to evaluate whether the educational goals and standards of the lessons are being met. Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessments inspire us to ask these hard questions: "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a way to teach the subject better, thereby promoting better learning?" During my practicums in primary schools not only did I learn about various types of assessments, but also the importance of assessments for the betterment of teaching and learning outcomes. The Following are some of the assessments that I have used in my classrooms during my practicums.
Formative Assessments - Formative assessment techniques monitor students learning during the learning process. The feedback gathered is used to indicate the areas where students are struggling so that the teachers can make adjustments in their teaching strategies.
1) Reflections - These assessment techniques allow students to reflect immediately, following a learning opportunity (e.g., at the end of a class or after completing an out-of-class activity) to answer one or two basic questions like:
-What have I learnt from the lesson/activity?
- What are my thoughts?
2) Checking for Understanding - Pausing every few minutes to see whether students are following along with the lesson not only identifies gaps in comprehension, but helps break up instructions during a lesson into more comprehensible parts.
3) Class-Activities - Having students work in pairs or small groups to solve problems, creates space for peer-to-peer learning and class discussions. Teachers and Education Assistants could roam the classroom as students work, attending to students who required help and guided those who were unclear of the work to be completed.
4) Quizzes - Testing students’ prior knowledge, assess progress midway through a unit, create friendly in-class competition, review before the test -- quizzes can be great tools that don't have to count heavily toward students' grades. Using quizzes to begin a topic or a unit is also a fun way to assess what your students already know.
Summative Assessments: Summative assessment techniques evaluate student learning. These are high-stakes assessments that occur at the end of an topic, unit or course and measure the extent to which students have achieved the desired learning outcomes.
1) Exams/tests - This includes mid-term exams, final exams, and tests at the end of each topic or course units. The best tests include several types of questions – short answer, multiple-choice, true-false, and short essay – to allow students to fully demonstrate what they know.
2) Presentations - These give students the chance to go deeper with the material to put the knowledge they’ve acquired to use or create something new from it.
3) Portfolios - Submitting a portfolio at the end of unit or a series of lessons can be a powerful way for students to see the progress they’ve made. Good portfolios also include reflections on their learning. Asking students to spell out the concepts or techniques used with each piece, the themes addressed, and hurdles faced also, brings a sense of completion to the learning process.
For this standard, I have chosen to address 5.3 and 5.4 strands, which are primarily about moderation, and interpreting student assessment data to evaluate student learning and modify teaching practice.
Situation
For Media Arts, I was involved in teaching a group of 36 Year- 5 students, from Room 15 and Room 16 class. The rest of the students were part of either ‘Choir program’ or ‘Art program’ and hence would leave the classroom to join their respective programs. Media Arts program was run every Tuesday, in last session of Term 3. My students were really excited when I announced that we would be learning how to make a ‘I-trailer’ project using a ‘iMovie’ app. I planned and documented an eight-week program and discussed it with my mentor teacher. My mentor teacher fortunately was more than happy for me to teach and facilitate the project with my students. The project covered the following Content Descriptors from the curriculum:
Year 5-6 Achievement Standard- Students explain how point of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. The students explain the purpose and audiences for media artwork made in different cultures, time and places. Students work collaboratively using technologies to make media artworks for specific audiences and purpose using story principles to shape points of view and genre conventions, movement and lighting.
Students explore representations, characterisations and point of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)
Students develop skills with media technologies to shape space, time movement and lighting within images, sounds and text (ACAMAM063)
Students plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)
The students were divided into groups of four. Each group was supposed to shoot and finalize at least one trailer project. Each iTrailer project would be assessed in 3 categories.
- Movie Trailer Characteristics – Clips Included, Audience Appeal.
- Ideas/Mechanics – Conventions (captions)
- Filming Techniques – Camera Techniques, Organisation, Costumes/Props.
Action
Although my students were really excited and really looking forward for the launch of this project, I was a bit concerned about the regular availability of the resources which in this case was mainly the iPads. Each group needed an iPad for eight weeks to shoot, edit and finalize the project. However, this challenge was resolved with the help of Ms DK (Education Assistant). She coordinated with other classes in Year 5 and convinced them that our Media Arts group students needed the iPads for eight weeks to complete the iTrailer project. I introduced the first lesson by showing some of the videos and trailers that I had made in the past for my personal projects. Students were encouraged to see some of my work. I explained them that making a video sounds interesting but it is real hard work with a lot of commitment from every member of the team. The first lesson involved watching a couple of iMovie videos, general discussion about the iMovie app and finally; formation of groups. I allowed the students to choose their group members. Students were then issued iPads and they watched the sample iTrailers in the available genres in the iMovie app. I asked each group to select a genre they would like to make their iTrailer after having a group discussion. I introduced each lesson with an overview of what we had covered in the previous session and then continued with the next section of the project. After demonstrating how to create an Outline and Storyboard using the app, we moved on to discussing and exploring various camera angles. Students also learnt about how to record and store footage. The students were very proficient in utilising the ipads. Some of the students excelled in editing their videos while others needed a lot of support. A reoccurring challenge many students faced, was working cooperatively with group members. They would often come across personality clashes within the group. Some students were not willing to retake shots. At the end of every lesson I would encourage students to share the various difficulties they faced during videoing and what measures can they take to avoid or resolve them. I must say it was indeed a battle and many tears were shed. Students would often complaint about peers and I would end up counselling them. On numerous occasions I was able to offer one on one mentoring to some students who needed special attention in terms of understanding or learning a particular technique or concept which in my opinion was very effective. Overall it was a wonderful learning experience for all of us.
Outcome
All the students put in a lot of hard work to complete their iTrailer projects. I was glad that every group was able to finalize their project within the stipulated time. After observing and spending time with each of the group from the start to end of the project, I was clearly able to identify the strengths and weaknesses of each group and also individual students. Week 10 of term 3 was allocated for viewing of students iTrailers by a larger audience (rest of the students in Year 5, Education Assistants and Teachers). I generated a peer assessment hand out sheet (with 1-5 rating) and asked the students to fill in their feedback after each iTrailer video was played on a big monitor screen. For Teachers Assessment, I developed an assessment rubric with scoring criteria. Along with me two teachers and one Education Assistant used this assessment sheet for judging students’ work. Both the peer assessment sheet and the Teacher’s assessment rubric sheet provided me with the information which I was able to use for giving my feedback on students’ project and also the individual students’ performance and contribution.
As to what I could do better next time – I think that
- I would run some team building activities before commencement of the project.
- Organize brain storming sessions related to the selected genre before the start of the project.
- Encourage students to spend more time on planning.
- Nominate a leader in each group.
- Discuss my assessment rubrics with experienced teachers.
- Discuss the strengths and weaknesses of some sample projects with my students.
- Implement more positive reinforcements and rewards to motivate students.
As a future Classroom Teacher I need to take an active role in making decisions about the purpose of assessment and the content that is being assessed. After spending ten weeks in a classroom during my final practicum, I have realized the importance of assessment in teaching and learning. I have learned a range of various assessments. I have had some experience in giving my feedback to my students, however I would like to explore, learn and develop different strategies in this area. I would also like to work with other teachers to learn more about moderation of students’ assessment, as I don’t have much exposure in terms of moderation of assessments.
Of course, in the meantime, I will continue to use a range of assessments that I have learned:
- To obtain diagnostic feedback, i.e., to gain understanding about student’s knowledge base, student’s performance base and student’s needs.
- To monitor student’s progress, i.e., What has the student learned? Can student demonstrate and use the new skills in other projects.
- For my self-evaluation, i.e., What is working for students? What can I do to help the students more?
Documentation of Evidence
Peer Assessment sheet for iMovie trailers, completed by students
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Marking Rubric for moderation of iMovie trailers
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