Standard 5: Assess and provide feedback and report on

student learning
5.1 Assess student learning: Demonstrate understanding of
assessment strategies, including informal and formal, diagnostic,
formative and summative approaches to assess student learning.
A variety of forms of assessment are essential to ensure student progress
and inform further teaching practices. Some effective assessment
strategies are included below.
Diagnostic assessment
Some examples of diagnostic assessments include PAT Maths and PAT
Reading. Running records are an effective form of diagnostic assessment
in reading that assist in gathering precise information about the students
current reading ability, their learning needs and their progress.
Formative assessment
Some formative assessment strategies include:
ABC brainstorming
KWL chart
Analogies
Choral response
Cloze procedure
Conferences
Discussions
Drawings
Examples/non-examples
Graffiti wall
Graphic organisers
One minute essays
One minute fluency
Open-ended questions
Peer assessment
Reflection journals
Sentence prompts
Think, pair, share
Teach a friend
Show of hands
Thumbs up or thumbs down
Summative assessment
Some summative assessments include:
State assessments
District benchmarks or interim assessment
End of unit or chapter tasks

Scores that are used for accountability to schools and students

5.2 Provide feedback to students on their learning: Demonstrate an

understanding of the purpose of providing timely and appropriate
feedback to students about their learning.
The kind of feedback students receive as they are working on tasks can
have a significant influence on the extent to which they believe they can
be successful (Marzano and Pickering, 2009. Pp33). Timely and accurate
feedback can inform students of their achievements so far and informs
them of where and how they can improve.
The purpose of feedback is always to build students confidence in their
ability to complete challenging and complex assignments (Marzano and
Pickering, 2009. Pp33).
5.3 Make consistent and comparable judgements: Demonstrate
understanding of assessment moderation and its application to support
consistent and comparable judgements of student learning.
Assessment moderation is an opportunity for teachers to collaboratively
compare assessment results. It is a quality assurance process that ensures
appropriate standards. It is a process that ensures that marks and grades
are awarded appropriately and consistently. Moderation involves checking
and reviewing assessment schemes, items and assessor judgements
(USC).

5.4 Interpret student data: Demonstrate the capacity to interpret

student assessment data to evaluate student learning and modify
teaching practice.
This is done in many ways, including using a matrix to mark student
assessment.
Please refer to evidence below:
Teaching Reading 1; video 9 and Student P BAS Tsunamis Master
Teaching Reading 2 with Whole School Reading Pedagogy Sample A
and the PM Data Year 2.
5.5 Report on student achievement: Demonstrate understanding of a
range of strategies for reporting to students and parents/carers and the
purpose of keeping accurate and reliable records of student achievement.

When reporting on student performance I will consider the following:

Achievement
Aptitude

Effort
Compliance
Attitude
School policy

Parent-teacher interviews
These interviews are an opportunity for involving parents in the
assessment process and indicate areas for remediation and suggestions
for improvement.

As a teacher I will need to:

Identify outcomes by which students are to be assessed
Collect evidence to determine the achievement or non-achievement of the
outcomes
Conference with the student to indicate what will be reported to parents
Provide parents with sufficient notice
Begin the interview positively
Outline my routines and policies
Discuss the students' preferred learning activities and my main concerns
Share my thoughts about and responses to the information conveyed
Check the parent to ensure a common understanding
Offer the parent any support material that explains policy or pedagogy
Request written feedback from the parent
Teacher-student-parent interview
Students demonstrate what they know by showing evidence of their
achievements. Parents learn about their child's progress, have the
opportunity to ask questions, and can negotiate strategies for supporting
the child. The teacher facilitates the process, responding to questions as
necessary, and learning valuable information about the student's home
environment. For teachers, it promotes shared responsibility for student
learning and strengthens communication with parents; for students, it
enhances self-esteem and empowers them as they assume ownership of
their learning; and for parents, it increases their understanding of
learning, and allows them to participate in more actively in the reporting
process.
Some strategies for reporting to students and parents may include:
Direct verbal feedback
Written feedback on individual tasks, in note books
Report cards
Progress charts
Communication books
Phone conversations
Portfolios

School newsletters
Speech nights
Classroom visits
Curriculum and program documents
Homework
Formal school meetings
Assemblies

Schools that properly manage their records are able to store and retrieve
valuable information when necessary.
Schools need to properly manage records in order to:
Meet legislative responsibilities
Ensure records are stored when needed and destroyed when
permissible
Meet administrative responsibilities to staff and students
Brady, L., Kennedy, K. (2009). Celebrating student achievement:
assessment and reporting. 3rd ed, Frenchs Forest, N.S.W.: Pearson
Education Australia.