Standard 5 Assess, provide feedback and report on student learning
Summary
TLDRThis 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
- đ Assessment for and of learning involves using both formal and informal diagnostic, formative, and summative strategies.
- đ It's essential to constantly monitor student progress to understand where they are and how to help them reach their goals.
- đŻ Feedback should be timely, effective, and tailored to the student's learning stageâimmediate feedback works best for struggling learners.
- đ Formal assessments must meet curriculum requirements, with clear outcomes and criteria communicated to students early.
- đŁïž Feedback should focus on helping students improve, not just on grades, and must align with their learning goals.
- đ€ Participation in moderation activities with peers helps ensure consistent and comparable judgments of student learning.
- đ Assessment data should be used to analyze student understanding and identify necessary teaching adjustments.
- âïž Moderation activities, like pilot marking and benchmarking, improve the consistency of assessments across teachers.
- đĄ Reports to students and parents should be clear, accurate, and respectful, based on reliable records and assessments.
- đ 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
đ 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.
đŹ 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 studentâs 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.
đ 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.
đ 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.
đ 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 studentâs 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.
Mindmap
Keywords
đĄAssessment for Learning
đĄFeedback
đĄDiagnostic Assessment
đĄFormative Assessment
đĄSummative Assessment
đĄModeration
đĄLearning Goals
đĄMarking Criteria
đĄAssessment Data
đĄReporting
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]
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