Aitsl self assessment tool

Presenter: Topic 9 Indigenous Literacy Strategies. Sarra, C. Beyond victims, the challenge of leadership. Griffith review. Assess, provide feedback and report on student learning. Professional Teacher Assessment Identity. Assessment, Teaching and Learning. Assessment, teaching and learning practices need to be integrated and this influences my assessment philosophy with assessment being part of the whole learning process, as outlined in the table attached.

Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning Victoria State Government, The table demonstrates effective assessment practices with ongoing assessment and feedback to keep the teacher well informed and helps identify when instruction needs to be modified to provide appropriate learning opportunities based on current student knowledge and understanding to assist students to move forward and improve learning outcomes.

Most importantly I will foster a positive attitude towards assessment to enable students to see the value of learning and achieving learning goals. Readman and Allen encourage teachers to take on the role of preparing their students for assessments by enhancing positive aspects including the opportunity to learn and further their skills or understanding.

My Assessment Principles and Values. As a graduate teacher I will be closely aligning my assessment principles and values to the Australian Professional Standards for Teachers standard 5; assess, provide feedback and report on student learning outlined by The Australian Institute for Teaching and School Leadership [AITSL] to ensure I deliver high quality teaching.

Furthermore, I will endeavour to incorporate the three major approaches to assessment:. Assessment for learning. Assessment as learning. Assessment of learning. Assessment for learning incorporates a variety of diagnostic and formative assessment throughout the learning process. Through a range of assessment strategies a teacher can gather evidence of student learning.

Additional formative assessment examples include graphic organisers, running records, quizzes or observation by recording dated anecdotal notes. As discussed by Black and William good teaching and effective formative assessment practices enriches learning and helps students to achieve better outcomes in high-stakes tests.

Figure 2 demonstrates a sample of a quick quiz. This will inform my future curriculum planning and provide evidence of when I need to revisit concepts. Dated anecdotal records provide evidence of understanding and student growth over a period of time therefore I intend to have dated anecdotal templates out for every lesson for quickly documenting observations of learning.

By engaging in this process I am also working towards meeting standard 5. I strongly believe in providing feedback to students on their learning , this aligns to standard 5.

Examples include self- or peer-assessment, goal setting, reflection writing, concept maps or even clear and timely feedback from the teacher from annotated work.

I intend to encourage self-regulated learners in my classroom to encourage my students to take ownership and become more accountable for their own learning. As Black and Wiliam state, students can achieve a learning goal only if they understand that goal and can assess what they need to do to reach it. I provided one on one feedback often on my practicum as evident in my formative evaluation assessment appendix C, page 2 as it encouraged students to engage in their own learning and demonstrated to students that assessment is there to help them.

I will therefore continue to provide clear, one on one feedback and in a timely manner to closely align my assessment principles to standard 5. The learning intentions can be explicitly communicated to students through rubrics and can also be adjusted for differentiated learning. For example the editing checklist appendix E is targeted at a year 4 level but can be adjusted for students who cannot complete sentences or identify proper nouns.

The above example also aligns with standard 5. The links below provide access to the individual activities I have completed as part of my Teaching Performance Assessment for my Final Professional Experience:. Activity 1. Activity 2. Activity 3. Activity 4. Activity 5. Activity 6. Comments are closed. Edufolios uses cookies to give you the best possible experience. To consent for cookies to be used, click accept. Zachary Gable zacgable. Know Students. This includes rubrics developed with students as well.

Seek assistance from my mentor teacher about making consistent and comparable judgements on students who may be achieving at different levels in the same task 5. These posts usually include pictures of students working and a detailed description of the outcomes which students aimed to achieve throughout the day.

When I start teaching, I will also be making these posts on the class Facebook page, which parents will be able to see and freely comment on. Apply a wide range of formal and informal feedback strategies Recognise that certain feedback strategies may work well for some students more than others Include appropriate formative and summative assessment tasks in each unit of work 7.

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