Standard 5 Assess, provide feedback and report on student learning

Summary

This video discusses effective strategies for assessing, providing feedback, and reporting on student learning. It highlights the importance of developing and using diagnostic, formative, and summative assessments to monitor progress. The video emphasizes timely and appropriate feedback tailored to student needs, the significance of assessment moderation for consistent grading, and the use of data to modify teaching practices. It also stresses clear and respectful reporting to parents and students, ensuring accurate records and transparency in the student's progress. Overall, the focus is on improving student outcomes through targeted assessment and feedback.

Takeaways

• 📚 Assessment for and of learning involves using both formal and informal diagnostic, formative, and summative strategies.
• 📝 It's essential to constantly monitor student progress to understand where they are and how to help them reach their goals.
• 🎯 Feedback should be timely, effective, and tailored to the student's learning stage—immediate feedback works best for struggling learners.
• 📊 Formal assessments must meet curriculum requirements, with clear outcomes and criteria communicated to students early.
• 🗣️ Feedback should focus on helping students improve, not just on grades, and must align with their learning goals.
• 🤝 Participation in moderation activities with peers helps ensure consistent and comparable judgments of student learning.
• 🔍 Assessment data should be used to analyze student understanding and identify necessary teaching adjustments.
• ⚖️ Moderation activities, like pilot marking and benchmarking, improve the consistency of assessments across teachers.
• 💡 Reports to students and parents should be clear, accurate, and respectful, based on reliable records and assessments.
• 📂 Reports can include a variety of information sources, not just formal assessments, such as observations, discussions, and interviews.

Q & A

What are the three key components of assessing and providing feedback on student learning?

The three key components are: assessment for and of learning, providing appropriate feedback, and reporting student progress to students and parents.

What types of assessments should teachers use to monitor student learning?

Teachers should use a mix of informal and formal, diagnostic, formative, and summative assessments to monitor and assess student learning.

Why is it important to use formative assessments continuously?

Formative assessments help monitor a student's progress and provide real-time data on where students are in their learning, which allows teachers to tailor their support and interventions effectively.

What should teachers consider when providing feedback to students?

Feedback should be timely, effective, and appropriate for the learner's stage. It should also be based on learning goals, helping students understand their progress and how to improve.

Why is concurrent feedback preferred over delayed feedback?

Concurrent feedback is more effective because students can use it immediately to improve their learning. Delayed feedback may come too late, especially for struggling students, as their focus may shift from learning to the grades they received.

How can feedback differ based on the learner's stage?

Beginners need feedback focused on correct content, intermediates benefit from feedback on processes and analysis, while advanced learners require feedback on self-monitoring and refining their understanding.

What is the purpose of assessment moderation activities?

Assessment moderation ensures consistent and comparable judgments of student learning across teachers by discussing marking criteria, aligning understanding, and ensuring fairness in grading.

What role do pilot marking and benchmarking play in assessment moderation?

Pilot marking and benchmarking involve teachers reviewing and discussing student work together to ensure consistency in their judgments and marking criteria.

How should teachers use student assessment data?

Teachers should use assessment data to analyze student understanding, identify necessary interventions, and modify teaching practices to address gaps in learning and meet individual student needs.

What should teachers consider when writing student reports?

Reports should be clear, accurate, and respectful, using language that parents can understand. They should be based on a variety of reliable records such as test scores, observations, and student work samples.

Outlines

00:00

📝 Overview of Assessment and Feedback Strategies

This video explores 'Standard 5,' which covers the assessment, feedback, and reporting on student learning. It outlines the importance of diagnostic, formative, and summative assessments to monitor student progress. Teachers are encouraged to develop and select appropriate assessments to gauge where students are and how to help them advance. It stresses using both informal and formal assessments while aligning them with curriculum requirements and ensuring clear communication of outcomes to students and parents.

05:00

💬 Providing Timely and Effective Feedback

This section emphasizes the importance of giving timely, effective, and appropriate feedback to students based on their learning goals. Immediate feedback is preferred, especially for struggling students, as delayed feedback may not be as effective. The video explains the need for feedback tailored to the student’s level, whether they are beginners, intermediate, or expert learners. Additionally, feedback should always relate to their learning goals, helping them understand where they are and how to improve.

🔄 The Role of Assessment Moderation

The third part of the video focuses on the significance of assessment moderation to ensure consistent and comparable judgments of student learning. This includes processes such as pilot marking, benchmarking, and annotating rubrics. Teachers should work collaboratively to align their assessment methods, ensuring that students are graded fairly. It stresses the importance of regular checks and feedback among teachers to maintain consistency in grading practices.

📊 Using Assessment Data to Improve Teaching

This section highlights the importance of using student assessment data to evaluate their understanding of the subject matter and modify teaching practices accordingly. Teachers should use assessment results not only to adjust lesson plans but to provide specific, timely interventions that address individual student needs. This data-driven approach allows for real-time adjustments to help students achieve their learning outcomes.

📃 Reporting Student Achievement Accurately

The final part stresses the importance of clear, accurate, and respectful reporting to students, parents, and carers. Reports should be written in accessible language and be based on reliable assessment records. The reports should outline the student’s progress, areas for improvement, and goals for the future, ensuring that they align with the assessments conducted. It also emphasizes the importance of including a wide range of assessment types, from formal tests to informal observations, to create a comprehensive view of student performance.

Keywords

💡Assessment for Learning

Assessment for learning refers to the process of using various assessment strategies to gauge student progress during the learning process. It helps educators identify students’ understanding and guide them towards their learning goals. In the video, it is emphasized as a formative approach, ensuring that teachers are constantly assessing students to provide appropriate support and adjustments to their teaching strategies.

💡Feedback

Feedback is essential for helping students understand their progress and how to improve. The video stresses that timely and effective feedback is crucial, particularly for struggling students. Immediate feedback, also known as concurrent feedback, is highlighted as most effective in aiding students in their learning journey.

💡Diagnostic Assessment

Diagnostic assessment is a method used to determine a student's current level of knowledge at the beginning of a learning unit. In the video, it's explained that these assessments, such as using tools like NAPLAN, help teachers identify gaps in students' understanding and tailor lessons to address those gaps.

💡Formative Assessment

Formative assessment is a continuous process where teachers assess students' learning throughout a lesson or unit. It is informal and flexible, used to monitor student progress and provide ongoing feedback. The video illustrates that formative assessment is a tool teachers use regularly to adapt their teaching to meet students’ immediate needs.

💡Summative Assessment

Summative assessment evaluates student learning at the end of an instructional period, often in the form of a formal test or project. The video contrasts this with formative assessment, explaining that summative assessments are used for reporting purposes and must align with curriculum requirements and be appropriately communicated to students and parents.

💡Moderation

Moderation refers to the process by which teachers work together to ensure consistent and comparable judgments when assessing student work. In the video, it's mentioned that activities like pilot marking and benchmarking are used to make sure teachers have a unified understanding of assessment criteria and are grading students fairly across different classrooms.

💡Learning Goals

Learning goals are specific objectives that students aim to achieve throughout their educational journey. The video highlights the importance of providing feedback in relation to these goals, helping students understand what they need to do to progress. Teachers should regularly reference learning goals to track student development.

💡Marking Criteria

Marking criteria are the guidelines used to evaluate student work. These criteria should be clearly communicated to students before assessments, ensuring they understand how they will be judged. The video emphasizes the importance of aligning feedback and reporting with the marking rubrics to ensure transparency and fairness.

💡Assessment Data

Assessment data refers to the information collected through various assessment strategies to evaluate student understanding. This data is critical for teachers to analyze and adjust their teaching practices. The video discusses using this data to modify lessons and provide targeted interventions for students who may need additional support.

💡Reporting

Reporting involves communicating student achievements and progress to students, parents, and caregivers. According to the video, reports must be clear, accurate, and respectful, based on reliable records such as assessment data and observations. The video also stresses the importance of making reports accessible, ensuring that both students and parents can understand them.

Highlights

Assessment strategies should include diagnostic, formative, and summative methods to monitor and evaluate student learning.

Formative assessments should be used regularly to track student progress and guide further instruction.

Diagnostic assessments help identify where students are and how to plan for their progress.

Teachers should use both informal and formal assessments to align with curriculum requirements and reporting standards.

Timely and effective feedback is crucial, particularly for students who need immediate guidance in their learning process.

Feedback should be tailored to the student's learning stage, with beginners needing content feedback and advanced learners requiring process and self-monitoring feedback.

Feedback should focus on learning goals, helping students understand where they are and what they need to do next.

Assessment moderation is essential to ensure consistent and comparable judgment across teachers and classes.

Collaborative activities such as benchmarking and annotated rubrics help standardize marking criteria among teachers.

Regular check-ins with other teachers during pilot marking can ensure marking consistency and fairness.

Teachers should use assessment data to adjust lessons, programs, and interventions in real-time to meet student needs.

Modifications based on assessments should happen promptly, ideally during or after the next lesson, to help students immediately.

Accurate and respectful reporting to students, parents, and carers is vital, with records based on reliable assessments.

Reports should highlight student progress and achievements while identifying areas for further development.

Reports should be easy to understand for both students and parents, written in accessible language, and based on a variety of assessment tools.

Transcripts

[Music]

this video is looking at dead at number

five which is to assess provide feedback

and report on student learning that it

has three different parts to it so your

assessment for has an of learning you're

providing feedback to students which is

appropriate and helps them to develop

their learning and reporting to students

and parents their progress and their

achievements our first descriptor asks

you to develop select and use informal

and formal diagnostic formative and

summative assessment strategies to

assess student learning so do you

develop your own assessments for as an

of learning in order to monitor and

assess student learning you should be

you should have lots of formative

assessments that you're using all the

time there's some diagnostic assessments

that you use at the beginning you might

use other people's diagnostic

assessments like Napoli and for example

to work out exactly where my students

are and where I'm trying to get them to

you should be selecting other

assessments as well so that there would

be one or you might look your school's

rewrap Darden or something where you're

looking at what my students are doing

where they're up to what they know and

what am i doing because if you don't

know where they are it's hard for you to

help them to actually get to where you

want them to be you then should be

implementing these assessments and using

them to monitor students progress so you

should be monitoring a student as they

develop but the reason you're doing that

is so that you know what you can do to

help them and so where the students at

where they're going but then what do you

need to do to help them to get there and

that is that you may need to know what

they need to do or you might need to be

able to break something down

specifically for them whatever it

happens to be

you've probably are also using some

formal assessments that you are using

for reporting and stuff and so do they

meet the curriculum requirements are the

waiting's correct other notifications

getting sent out early enough with

proper you know marking criterias or

marking rubric attached to them do the

students know what the outcomes are that

are being assessed and how they're going

to be assessed and then how are you

reporting that back to your parents and

making sure that what you're reporting

matches up to the assessments that are

coming in the second descriptor asks you

to provide timely effective and

appropriate feedback to students

about their achievement relative to

their learning goals so again this goes

back to one of the other descriptors

where we talked about the students

setting goals and you're helping them to

achieve it and so here you're providing

feedback and feedback should be provided

when it's needed so if the student

you've working on something in class and

needs that feedback right then and there

hopefully you have the time to just

stand there and give them the feedback

and verbally and move on

concurrent feedback is always best

delayed may be too late for your student

they might get it back here we all know

that we've written lots of comments on

an assessment task giving a better the

students and it doesn't matter this is

all they care about at that point is the

mark they're not looking to develop

their understanding of that content or

to improve what they're doing they are

more interested in the mark than in the

learning and we need to shift the way

that we our students think and think

about how we can do that now if you are

getting provide some kind of delayed

feedback you should make sure that is

really only given to your advanced

students and not to the students who are

struggling already the struggling

students really need that feedback as

fast as possible so make sure that in

class are you already spending most of

your time with the students who need

faster feedback because that's where you

should be if you're looking at your

providing feedback on students work as

they're going now a feedback needs to be

effective and appropriate for the stage

of the learner so beginners need

feedback on correct content for example

where as an intermediate learner might

need feedback on the processes and the

analyzing of that content but then when

you come to an expert learner they need

feedback on self-monitoring and so what

are you doing is your feedback

appropriate from where your students are

at in terms of the stages of learning

and then feedback should also relate to

the learning goals where are they where

they're going and what do they need to

do to get there

constantly going back to that and should

also make sure that you have some

marking criteria rubrics that are

helpful and might even be that you're

helping the students to do some silver

system that is providing them feedback

it helps you to provide really good

feedback that matches up to their goals

the third descriptor asks you to

understand and participate in assessment

moderation activities to support

consistent and comparable judgments of

student learning yeah this is more

Rajon activities that could be pilot

marking it could be benchmarking

examples it could be annotated marking

criteria or rubrics but it's where you

are sat down with other teachers who are

teaching the same content and who are

the same students doing the same

assessment tasks and just having a chat

about what actually is going to mean

that the student gets a particular mark

you should be making sure that as a

group you all on the same page that you

all know what's going on and yeah that

is required regardless of whether you're

all marking it or one of you is marking

it because you need to talk to what's

going on you need to know what's going

on in those other classes because if

they've taught particularly a slightly

different way of doing something and

you're marking the process of how the

student gets to the outside if you don't

know that they've talked that way you

might mark it as wrong even though it's

a correct process so make sure that that

pilot marking or that that benchmark or

that annotating or whatever it is that

you're doing to moderate the marking to

make sure that you're marking is

consistent and comparable across people

and so the students have been getting

marked fairly you then should use these

things or your part marking based upon

stuff to improve the consistency of your

marking compared to other teachers and

that might mean that if you've done

pilot marking you might need to go back

to those teachers later and just check

in with them and go I've marked 20 he's

checked that one of these is correct I

give them a red and one this guy I'm not

sure about this one can you give me some

feedback on how I'm going here is that

right particularly more experienced

markers can be really helpful with that

situation

descriptive four for standard number

five ask you to use student assessment

data to analyze and evaluate student

understanding of subject content

identifying interventions and modifying

teaching practice so so you are using

your assessments for as a novel earning

to provide data that is then used to

evaluate units lessons programs and make

modifications that we thought a bit

about this earlier didn't we it is best

when modifications are having the same

or the next lesson so there's that kind

of doing it or as you're going rather

than evaluating an entire unit this is

about using it to evaluate student

understanding so that you know what you

need to do for that student next time

you have them it's about filling in the

gaps and helping

and move forwards towards those goals

but more towards those as you know stage

descriptors or but towards those

outcomes that you have for your students

to achieve about being specific to that

student so this is no longer a very

reigning my program this is now

available I'm doing right now to help

the students in front of me the fifth

descriptor asks you to report clearly

accurately and respectfully to students

parents carers about student achievement

making use of accurate and reliable

records so your reports need to be

well-written

accurate and respectful they should be

in a language that your parents actually

can read and make sense of if they're

not you might want to talk to the

deputies or the executive about what you

can actually do to help your parents

access the report your students should

also get copies of your reports and

stuff I presume they do with reference

to student achievements and progress

they should talk about where they were

where they're at where they still need

to go maybe some things I still need to

work on but that should be based on your

assessments for that before million

formal whatever it is it should be based

on that so the report needs to be based

on your records which can include your

observations

it can include discussions with the

students and interviews you may have had

can include test scores obviously

student work samples assessment tasks

submitted concluded a range think it

doesn't have to be the formal assessment

tasks that you use to guide the

reporting that you provide it may need

to be the formal assessment that guides

the marker give them but not necessarily

on the whole report

[Music]