5.1 Assess student learning
In my third year topic EDUC3531B: English Curriculum Specialisation A1: Curriculum Development in the Middle Years I developed a unit plan based upon the book Destroying Avalon by Kate McCaffery and the film 2011 Cyberbully directed by Charles Binamé. Within this unit plan, I have multiple forms of assessment including and not limited to solely summative and formative work. Simply listening to student feedback after group activities or generalized student discussion is a major part of how I plan on assessing the student's progress. The below document has the relevant assessment tasks highlighted in green; hence showing how I have achieved Standard 5.1.
In my third year topic EDUC3531B: English Curriculum Specialisation A1: Curriculum Development in the Middle Years I developed a unit plan based upon the book Destroying Avalon by Kate McCaffery and the film 2011 Cyberbully directed by Charles Binamé. Within this unit plan, I have multiple forms of assessment including and not limited to solely summative and formative work. Simply listening to student feedback after group activities or generalized student discussion is a major part of how I plan on assessing the student's progress. The below document has the relevant assessment tasks highlighted in green; hence showing how I have achieved Standard 5.1.
| nikita_mickan_-_educ3531b_assignment_two_~_teaching_and_learning_plan.docx |
5.2 Provide feedback to students on their learning
During my third year Professional Experience Placement I had the opportunity to draft some memoir-style pieces of writing from the Year 9 English class I taught. Not only did I have the writing piece returned to the student within the lesson but I was able to answer additional questions the they had. The first document shows the first draft then the final marked copy.
During my third year Professional Experience Placement I had the opportunity to draft some memoir-style pieces of writing from the Year 9 English class I taught. Not only did I have the writing piece returned to the student within the lesson but I was able to answer additional questions the they had. The first document shows the first draft then the final marked copy.
| year_9_memior_writing.docx |
5.3 Make consistent and comparable judgements
During my final Professional Experience Placement I marked Stage 1 Legal Studies Mock Trial assessment. This assessment was an oral presentation where students had to work in groups that were allocated by myself after discussion with my mentor. As some of the students in this class were also in my Stage 1 English class I had to be careful with the group allocation. The final grades were decided upon talking with my mentor teacher and taking into account her notes and mine. When I made my judgements, I not only looked at their individual presentations but also on their preparation and their interactions within their group. The first document has the notes that I took during the assessment and the second document shows a selection of the grades that were given to the class of students; thus showing how I have achieved Standard 5.3.
During my final Professional Experience Placement I marked Stage 1 Legal Studies Mock Trial assessment. This assessment was an oral presentation where students had to work in groups that were allocated by myself after discussion with my mentor. As some of the students in this class were also in my Stage 1 English class I had to be careful with the group allocation. The final grades were decided upon talking with my mentor teacher and taking into account her notes and mine. When I made my judgements, I not only looked at their individual presentations but also on their preparation and their interactions within their group. The first document has the notes that I took during the assessment and the second document shows a selection of the grades that were given to the class of students; thus showing how I have achieved Standard 5.3.
| legal_mock_trial_-_grades_and_nikita_mickan_notes.docx |
| final_grades_legal.docx |
5.4 Interpret student data
Similar to Standard 2.3, I used exit cards as a form of assessment that I could use to evaluate student learning and modify how I progressed with the unit of work. In terms of how I progressed after seeing the exit cards, I allowed students (Year 9 English class looking at creative writing) more time to complete the assessment piece but also had another task ready for those who needed it. I did not have the opportunity across either of my Professional Experience Placements to interpret school wide student data. Thus, through the use of exit cards, I was able to achieve Standard 5.4. See the linked picture below to Standard 2.
Similar to Standard 2.3, I used exit cards as a form of assessment that I could use to evaluate student learning and modify how I progressed with the unit of work. In terms of how I progressed after seeing the exit cards, I allowed students (Year 9 English class looking at creative writing) more time to complete the assessment piece but also had another task ready for those who needed it. I did not have the opportunity across either of my Professional Experience Placements to interpret school wide student data. Thus, through the use of exit cards, I was able to achieve Standard 5.4. See the linked picture below to Standard 2.
| standard_5.4_-_exit_cards.docx |
5.5 Report on student achievement
I discussed the progress of the students that I taught with my mentors across both Professional Experience Placements. Both of my mentors across both Professional Experience Placements had days where they were absent so I was able to report on the achievements (however small) of the students on those days. I participated in Learning Conferences during my final Professional Experience Placement but we did not have the opportunity to speak of student achievement outside of the superficial "your son/daughter is doing well". This was more of an opportunity for the attending parents and students to raise any issues that they may have had. Please see below for emails between my mentors and I from both of my Professional Experience Placements; achieving Standard 5.5.
I discussed the progress of the students that I taught with my mentors across both Professional Experience Placements. Both of my mentors across both Professional Experience Placements had days where they were absent so I was able to report on the achievements (however small) of the students on those days. I participated in Learning Conferences during my final Professional Experience Placement but we did not have the opportunity to speak of student achievement outside of the superficial "your son/daughter is doing well". This was more of an opportunity for the attending parents and students to raise any issues that they may have had. Please see below for emails between my mentors and I from both of my Professional Experience Placements; achieving Standard 5.5.
| final_year_professional_experience_placement_emails__1_.doc |
| final_year_professional_experience_placement_emails__2_.doc |