Professional Knowledge
Assessment is the focal point in the quality of teaching and learning in education. A well-designed assessment clearly states the expectations of the students, establishes reasonable workloads and gives students an opportunity to self-monitor, rehearse, practice and receive feedback. Assessment is a key component of both teachers and students educational experience.
In order in assess students you must understand and know how they learn. Every student in a classroom learns in a different way and as a teacher it is up to us to find out the different learning styles in our classroom and cater for these styles. According to an article by George Brown entitled 'How students learn' he states “Students concepts of learning include learning as an increase in knowledge, learning is memorizing, learning is acquiring facts or procedures that are to be used, learning is making sense, learning is about trying to understand things so you can see what’s going on and finally learning is understanding reality. Each has implications for how students approach learning.” Students learn through reading, memorising, thinking, writing, observing, listening and participating in-group discussions. Each method would vary the amount of success of learning students receive. They could also learn within planned situations such as lesson, units or learning programs and in natural situations, such as reading books, newspapers, on the internet and through conversations with family and friends.
When a teacher knows how the students in their classroom learn then they must find strategies that support individual learning. Differentiating the curriculum in order to cater for individual needs is a strategy that I have used during my time in placement. In my final year I was placed in a grade five class at St. Francis of Assisi Primary School. I had planned and implemented a literacy unit where students were to plan, research and write their own story about an environmental issue. Most of the students were fine with this task and completed the stories but there were a few students who were low-level literacy. Those students I took aside and worked with them individually to create their story. One student in particular needed more assistance. He was a visual learner and would benefit more from this task if he could use pictures to tell his story. I modified the unit for him so that he would get the best possible result and remain engaged and interested in the topic.
Assessments were a key part of students learning at my second year placement. I was placed at Campbellfield Heights Primary School. The school was predominately an ESL school and students where very low in numeracy and mathematics. The teachers would assess all students’ prior learning with numerous readings activities such as running records spelling sheets etc. and numerous mathematical assessments such as the early years mathematical assessment. This would assist teachers in placing students into ability group. With the use of proper assessments teachers were able to sort students and place them into ability groups and plan lesson based on students mathematical and literacy abilities. This seemed to have a positive outcome on students. Students with lower abilities would be learning at their own pace without being overwhelmed or overloaded with too much information and students who were more advanced would be challenged with the work they are completing. At the end of each term the students will be assessed again with the same assessments to see any improvements were made. If so they would move on into a high group. The assessments were not only used as an assessment tool to place students into ability groups, it was used a way of assisting teachers. It gave them a clear understanding of what topics needed more focus during the term.
The assessment techniques at Campellfield Heights followed the use Before (FOR), During (AS), and after (OF) assessment methods and seemed to work really well for students learning. To establish a better outcome and more efficient assessment practice I would look at ten principles for good assessment and learning stated by David Nicol a lecturer from University of Strathclyde in the United Kingdom. In his paper titled Assessment design for learner responsibility he states, “Good assessment and feedback practices should aim to clarify what good performance is (goals, criteria, standards), encourage ‘time and effort’ on challenging learning tasks, deliver high quality feedback information that helps learners self-correct, encourage positive motivational beliefs and self-esteem, encourage interaction and dialogue around learning (peer and teacher- student, facilitate the development of self-assessment and reflection in learning, give learners choice in assessment – content and processes, involve students in decision-making about assessment policy and practice, support the development of learning communities and help teachers adapt teaching to student needs.” The idea of these ten principles is that assessment practices are neither good nor bad but all depend on their purpose and aim.
When reviewing assessment practices in my school I will focus on ways to support the development of the students and teachers. The ten principles support students by giving learners a choice in assessment with content and processes, setting goals and standards and involving students in decision-making about assessment policy and practice. These assessments will support teachers by assisting them to adapt teaching to student needs and deliver high quality feedback information that helps learners self-correct. Also use Before (FOR), During (AS), and after (OF) assessment methods. It gives teachers the ability to track progression and find out where students are and what they need to improve. Also improving what you’re teaching and tell you what you need to be teaching.
In order in assess students you must understand and know how they learn. Every student in a classroom learns in a different way and as a teacher it is up to us to find out the different learning styles in our classroom and cater for these styles. According to an article by George Brown entitled 'How students learn' he states “Students concepts of learning include learning as an increase in knowledge, learning is memorizing, learning is acquiring facts or procedures that are to be used, learning is making sense, learning is about trying to understand things so you can see what’s going on and finally learning is understanding reality. Each has implications for how students approach learning.” Students learn through reading, memorising, thinking, writing, observing, listening and participating in-group discussions. Each method would vary the amount of success of learning students receive. They could also learn within planned situations such as lesson, units or learning programs and in natural situations, such as reading books, newspapers, on the internet and through conversations with family and friends.
When a teacher knows how the students in their classroom learn then they must find strategies that support individual learning. Differentiating the curriculum in order to cater for individual needs is a strategy that I have used during my time in placement. In my final year I was placed in a grade five class at St. Francis of Assisi Primary School. I had planned and implemented a literacy unit where students were to plan, research and write their own story about an environmental issue. Most of the students were fine with this task and completed the stories but there were a few students who were low-level literacy. Those students I took aside and worked with them individually to create their story. One student in particular needed more assistance. He was a visual learner and would benefit more from this task if he could use pictures to tell his story. I modified the unit for him so that he would get the best possible result and remain engaged and interested in the topic.
Assessments were a key part of students learning at my second year placement. I was placed at Campbellfield Heights Primary School. The school was predominately an ESL school and students where very low in numeracy and mathematics. The teachers would assess all students’ prior learning with numerous readings activities such as running records spelling sheets etc. and numerous mathematical assessments such as the early years mathematical assessment. This would assist teachers in placing students into ability group. With the use of proper assessments teachers were able to sort students and place them into ability groups and plan lesson based on students mathematical and literacy abilities. This seemed to have a positive outcome on students. Students with lower abilities would be learning at their own pace without being overwhelmed or overloaded with too much information and students who were more advanced would be challenged with the work they are completing. At the end of each term the students will be assessed again with the same assessments to see any improvements were made. If so they would move on into a high group. The assessments were not only used as an assessment tool to place students into ability groups, it was used a way of assisting teachers. It gave them a clear understanding of what topics needed more focus during the term.
The assessment techniques at Campellfield Heights followed the use Before (FOR), During (AS), and after (OF) assessment methods and seemed to work really well for students learning. To establish a better outcome and more efficient assessment practice I would look at ten principles for good assessment and learning stated by David Nicol a lecturer from University of Strathclyde in the United Kingdom. In his paper titled Assessment design for learner responsibility he states, “Good assessment and feedback practices should aim to clarify what good performance is (goals, criteria, standards), encourage ‘time and effort’ on challenging learning tasks, deliver high quality feedback information that helps learners self-correct, encourage positive motivational beliefs and self-esteem, encourage interaction and dialogue around learning (peer and teacher- student, facilitate the development of self-assessment and reflection in learning, give learners choice in assessment – content and processes, involve students in decision-making about assessment policy and practice, support the development of learning communities and help teachers adapt teaching to student needs.” The idea of these ten principles is that assessment practices are neither good nor bad but all depend on their purpose and aim.
When reviewing assessment practices in my school I will focus on ways to support the development of the students and teachers. The ten principles support students by giving learners a choice in assessment with content and processes, setting goals and standards and involving students in decision-making about assessment policy and practice. These assessments will support teachers by assisting them to adapt teaching to student needs and deliver high quality feedback information that helps learners self-correct. Also use Before (FOR), During (AS), and after (OF) assessment methods. It gives teachers the ability to track progression and find out where students are and what they need to improve. Also improving what you’re teaching and tell you what you need to be teaching.