Scribd
Upload
128 views3 pages

Apst 5

Learning outcome 3 requires teachers to demonstrate an in-depth understanding of strategies for assessing students, interpreting assessment data, making consistent judgements, tracking student progress, and modifying instruction based on this data. Effective assessment allows students to benefit more than any other intervention by identifying student strengths and weaknesses. Consistent assessment ensures fairness for students and helps teachers understand learning standards. A positive feedback loop helps teachers interpret student data, adjust instruction to meet student needs, and continually improve teaching.

Uploaded by

api-457784453
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
128 views3 pages

Apst 5

Learning outcome 3 requires teachers to demonstrate an in-depth understanding of strategies for assessing students, interpreting assessment data, making consistent judgements, tracking student progress, and modifying instruction based on this data. Effective assessment allows students to benefit more than any other intervention by identifying student strengths and weaknesses. Consistent assessment ensures fairness for students and helps teachers understand learning standards. A positive feedback loop helps teachers interpret student data, adjust instruction to meet student needs, and continually improve teaching.

Uploaded by

api-457784453
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Learning Outcome 3

Learning outcome 3 requires a demonstration of an in-depth understanding of

strategies for assessing, moderating, interpreting assessment data, making consistent

judgements, keeping accurate records, tracking and profiling, for the purposes of reporting to

parents/carers and modifying teacher practice. According to the Victorian State Government:

‘Assessment is the ongoing process of gathering, analysing and interpreting evidence,

reflecting on findings and making informed and consistent judgements to improve student

learning (Victoria State Government: Education and Training, 2018)’. Providing quality

assessment allows students to benefit and learn more than any other type of intervention

(ACT Cross Sectoral Assessment Working Party, 2016).

Professor Geoff Masters suggests that the learning frameworks are undergoing a

transformation which are underpinned by the three developments of new thinking, new

metrics and new technologies (Masters, 2013). These developments allow assessments to

be monitored, helping teachers to understand what the students need to achieve by a set

time, it allows more skills and attributes (or general capabilities) to exist and there is now an

ability to use more interactive and personalised forms of assessment allowing higher quality

feedback for the students (Masters, 2013). It is important for assessments to remain

consistent in the interest of fairness, students do not want to be disadvantaged because of

unfair practices. Consistency can be achieved when the assessors understand the

standards and competency required from the assessment and are able employ approaches

that allow the needs of the student and the context to be recognised (Business Skills Victoria

and Performance Growth, 2001). Commented [SC1]: APST 5.3 make consistent judgements

A positive feedback loop assists in improving teaching and learning, to do this the

teacher should assess what the student already knows so that there is a baseline to start

with, then they should target the teaching depending on the student’s learning needs and do

formative assessments to refine teaching, next they should keep track of the student’s

progress and support any student who has stalled and finally analyse the data and adapt the
teaching strategies which need to be improved (ACT Cross Sectoral Assessment Working

Party, 2016). Commented [SC2]: Positive feedback loop allows


teachers to interpret the students’ data and adjust their
teaching to adapt to the students’ needs.
Standard 5 in the Australian Professional Standards for Teachers addresses

assessing, providing feedback and reporting on student learning. This standard requires

graduate teachers to have an understanding of assessment strategies, providing timely and

appropriate feedback, moderation, interpreting student data and strategies for reporting and

keeping accurate records (AITSL, 2011). These requirements allow students to have a fair

and unbiased learning experience and allow them to understand the areas where they can

improve on and grow.

As I have not yet completed any practicum, I have not been able to make

assessments, assess students on their knowledge, provide feedback or moderate the

students work. However, I recognise what will be required of me as a graduate teacher and

understand the importance of providing adequate teaching experiences to students by

implementing quality assessments, feedback and moderation. I will need to develop my

understanding of this area by creating assessments, modifying and differentiating to the

students’ needs, providing feedback to students, analysing work, collaborating with other

teachers and creating records and reporting procedures which I will be able to begin gaining

experience during my practicum, and continue developing when I become a teacher. I will

need to continuously reflect on my teaching so that I am able to adapt and recognise which

strategies are more effective than others.


References
ACT Cross Sectoral Assessment Working Party. (2016). Teachers' Guide to Assessment. Retrieved
from ACT Government - Education:
https://www.education.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers-Guide-
To-Assessment.pdf

AITSL. (2011, February). Australian Professional Standards for Teachers. Retrieved from Australian
Institute for Teaching and School Leadership: https://www.aitsl.edu.au/docs/default-
source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Business Skills Victoria and Performance Growth. (2001). Strategies for ensuring consistency in
assessment. Retrieved from Department of Education, Training and Youth Affairs:
http://www.det.act.gov.au/__data/assets/pdf_file/0011/456374/Guide-8.pdf

Masters, G. (2013). Reforming educational assessment: Imperatives, principles and challenges.


Australian Educational Review, 57.

Victoria State Government: Education and Training. (2018, October 11). Assessment. Retrieved from
Victoria State Government: Education and Training:
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/asses
sment.aspx?Redirect=1

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy