to assess student - Sights examples of - Makes anecdotal notes - Plans by considering learning different of about students’ progress how student outcomes - Analyses student work - Undertakes professional assessment and is as a means of reflecting can be assessed samples to recognise development to upskill in introduced to their on whether or not formatively and new assessment methods how diagnostic purpose in different outcomes were achieved summatively. information can be used types of learning in a lesson and how it informs - Creates rubrics that link to - differentiation and specific learning future assessment strategies and tasks - Ensures assessment criteria caters for a diverse - Plans a series of range of learning styles and sequential lessons (unit is meaningful in terms of of work) leading to a the students’ overall range of assessment learning tasks which track the students’ learning 5.2.1 Demonstrate an - Observes how sincere - Provides verbal - Provides focused, - Builds appropriate - Provides meaningful understanding of the praise and constructive feedback to students individualised or reinforcement and feedback to students by purpose of providing feedback can increase during lessons and uses written feedback feedback into lesson incorporating reflective and timely and appropriate student outcomes positive reinforcement plans consultative sessions into feedback to students - Ensures prompt planning/programming about their learning - Circulates around the - Utilises the school/class marking and appropriate - timely, classroom under the reward system annotation and targeted feedback - Is mindful that with more guidance of their complex tasks and projects, to enhance student supervising teacher, as performance and one-to-one feedback with an introduction to provides direction for individual students is more learning how to provide future learning (goal constructive than feedback to students setting) recommendations about their work 5.3.1 Demonstrate - Observes how teachers - Engages in professional - Discusses student work - Understands the - Uses data gained through understanding of must make accurate and discussion with with other members of process of moderation moderation activities to assessment moderation consistent judgements of supervising teacher staff and the principle of track student progress and and its application to student work and about the moderation ensuring consistent make decisions about support consistent and summative assessments process and its teacher judgement teaching interventions comparable application for ensuring judgements of student assessment consistency - Produces assessment learning plans, tasks, marking criteria and marking
to assess student learning - Sights examples of different of assessment and is introduced to their purpose in different types of learning - Makes anecdotal notes about students’ progress as a means of reflecting on whether or not outcomes were achieved in a lesson - Plans by considering how student outcomes can be assessed formatively and summatively. - - Analyses student work samples to recognise how diagnostic information can be used and how it informs differentiation and future assessment strategies and tasks - Plans a series of sequential lessons (unit of work) leading to a range of assessment tasks which track the students’ learning - Undertakes professional development to upskill in new assessment methods - Creates rubrics that link to specific learning - Ensures assessment criteria caters for a diverse range of learning styles and is meaningful in terms of the students’ overall learning 5.2.1 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning - Observes how sincere praise and constructive feedback can increase student outcomes - Circulates around the classroom under the guidance of their supervising teacher, as an introduction to learning how to provide feedback to students about their work - Provides verbal feedback to students during lessons and uses positive reinforcement - Utilises the school/class reward system - Provides focused, individualised or written feedback - Ensures prompt marking and appropriate annotation - Builds appropriate reinforcement and feedback into lesson plans - timely, and targeted feedback to enhance student performance and provides direction for future learning (goal setting) - Provides meaningful feedback to students by incorporating reflective and consultative sessions into planning/programming - Is mindful that with more complex tasks and projects, one-to-one feedback with individual students is more constructive than recommendations 5.3.1 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning - Observes how teachers must make accurate and consistent judgements of student work and summative assessments - Engages in professional discussion with supervising teacher about the moderation process and its application for ensuring assessment consistency - Discusses student work with other members of staff - Understands the process of moderation and the principle of ensuring consistent teacher judgement - Produces assessment plans, tasks, marking criteria and marking - Uses data gained through moderation activities to track student progress and make decisions about teaching interventions
Standards-Assessment-Continuum-Evolving-3.docx